Keynote speakers
Bill CopeUniversity of Illinois at Urbana-Champaign, USA
Gunther KressUniversity College London, UK
Catherine BeavisDeakin University, Australia
Mary KalantzisUniversity of Illinois at Urbana-Champaign, USA
International conference
Media Literacyin ForeignLanguageEducationDigital and MultimodalPerspectives
March 12-15th,2017
Prof. Dr. Christiane LütgeChair of Teaching English as a Foreign LanguageInstitute of English PhilologyFaculty of Languages and Literature
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Contents
General Information Welcome .................................................................................................................. 2 The Conference Team .............................................................................................. 3 Social & Cultural Programme .................................................................................. 4 Local Restaurants ..................................................................................................... 6 Contacts and Services .............................................................................................. 7
Media Literacy in Foreign Language Education: Digital and Multimodal Perspectives Academic Conference Schedule .................................................................................................................. 8 Plenaries ................................................................................................................ 10 Sections Section Overview.......................................................................................... 14 Monday, March 13th ..................................................................................... 16 Tuesday, March 14th .................................................................................... 29 Wednesday, March 15th ............................................................................... 38 Young Researchers’ Network ................................................................................. 45
TEFL Day Professional Development for EFL Teachers Overview ................................................................................................................ 46 Plenary Address ..................................................................................................... 47 Plenary Workshop & Panel .................................................................................... 48 Parallel Workshops I .............................................................................................. 49 Parallel Workshops II ............................................................................................. 51
Appendices Thanks and Imprint ................................................................................................ 53 Speaker Index ........................................................................................................ 54 Maps of the Main University Building ................................................................... 57
Follow us on Twitter: @LMUtefl
Conference Schedule TEFL Day
Sunday March 12th
MondayMarch 13th
TuesdayMarch 14th
WednesdayMarch 15th
9--
09:00-10:00RegistrationSenatssaal
09:00-10:00Plenary:Catherine BeavisM218
09:00-11:00Sections(See p.14-15)
10--
10:00-10:30WelcomeM218
10:00-10:30Coffee BreakSenatssaal
10:30-11:30Plenary:Bill CopeM218
10:30-12:30Sections(See p.14-15)
10:30-12:00Plenary WorkshopM218
11--
11:00-11:30 Coffee BreakSenatssaal
11:30-12:00Coffee BreakSenatssaal
11:30-12:30Plenary:Mary KalantzisM218
12--
12:00-13:30Sections(See p.14-15)
12:00-13:30Lunch Break
12:30 – OnwardLunch Break
Time T.B.A.Meet-Up forCultural ProgrammeSpeerträger
12:45-13:30Closing PanelM218
13-- 13:30-15:00Lunch Break
13:30-14:00PanelM218
14-- 14:15-15:45Workshops IRooms T.B.A.
14:30-15:45Young Researchers’ NetworkSenatssaal
15--
15:00-17:00Sections(See p.14-15)
15:45-16:15Coffee BreakSenatssaal
16-- 16:15-17:45Workshops IIRooms T.B.A.
17--
17:00-17:30Coffee BreakSenatssaal
17:30-18:30Plenary: Gunther KressM21818--
Eve
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19:00Conference Warming*Augustiner am Dom
18:45Wine ReceptionSenatssaal
19:30Conference Dinner*Hofbräuhaus
*Event only available to those who pre-registered
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WelcomeDear fellow scholars, dear colleagues and dear teachers and students,
It is a very great honour for me to welcome so many dis-tinguished visitors to the University of Munich and to a conference on a theme which is of a truly international nature:
“Media literacy in foreign language education: Digital and Multimodal Perspectives” responds to the ever-growing significance and diversification of media where there is a call to challenge, renegotiate, and expand on current discourses that have formulated media literacy as an integral objective in 21st
century education. We, as researchers, teachers and students, respond to this development by updating and transforming EFL pedagogies – epistemologically, critically, and in practice – across a range of language education contexts. This theme is at the centre of the research and teaching activities of the Chair of Teaching English as a Foreign Language (TEFL).
I would like to express my gratitude to all participants of the conference. It promises to be a conference of unusual breadth: underscoring the significance of the ever-important themes of media and (multi-)literacies throughout the years of schooling, as well as in teacher education. The international nature of the many proposals submitted for this conference points to the world-wide relevance of these themes, and the urgent need for a platform for scholarly exchange: on the results of research, on examples of good practice and in identifying new fields of inquiry. Our highly distinguished plenary speakers will initiate the stimulating debate and highlight the fundamental concepts.
It is also highly rewarding to see that our TEFL Day – as an integral part of the conference – has attracted so many teachers and students. This day of professional development offers language teachers the opportunity to engage with aspects of media and digitalisation in English language classrooms. The wish to bring together researchers and practitioners, university and school teachers from different professional phases has been one of the driving forces to integrate what is often felt to be lacking: a connection of theory and practice.
The Chair of TEFL sincerely thanks all sponsors and supporters, whom you find listed on the back cover of this programme. We consider ourselves privileged and honoured to host this major event. I hope it will be possible for you not only to share stimulating scholarly exchanges, but also to develop new, invigorating relationships during your stay in Munich.
On behalf of the whole conference team,
Professor Dr. Christiane Lütge
Chair of Teaching English as a Foreign Language
The Conference TeamWe are pleased to introduce the team responsible for pulling the conference together over the past months. If you have any questions during the conference, they are the experts and will be happy to help.
Michelle StannardResearch Assistant
Sabine HohenesterSecretary to the Chair
Thorsten MerseResearch Assistant
Max von BlanckenburgResearch Assistant
Claudia OwczarekResearch Assistant
The TEFL TeamThe following is our extended family at the Chair of Teaching English as a Foreign Language who have also lent their considerable talents to the conference preparations.
Sandra SchäferResearch Assistant
Dr. Conny LoderResearch Assistant
Dr. Petra RauschertResearch Assistant
Daniela FuldeResearch Assistant
Student AssistantsA warm thank you to our student assistants who will be on hand to assist you throughout the conference.
Johanna Beyer, Florian Burlefinger, Katharina Kiesl, Christina Ott, Christina Ritzer, Isabell Rieth, Melanie Schnirpel, Marvin Stefanich and Alexander Wiegmann.
Prof. Dr. Christiane Lütge Chair of TEFL
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Conference Warming Participants arriving in Munich on Sunday are welcome to join our conference warming. It will take place at a traditional Bavarian restaurant and offers an initial opportunity to socialize with fellow researchers from all over the world. This event is only open to those who pre-paid during conference registration.
March 12th, 19:00Venue: Augustiner am Dom, Frauenplatz 8, 80331 München
Conference DinnerHaving given ample food for thought during the first two days of the conference, we will also make sure you will not go hungry. The conference dinner at the Hofbräuhaus takes place at one of Munich’s most iconic restaurants and, thus, starts off with a traditional Bavarian brass band. There you will enjoy a traditional German Spanferkel, a pork spit-roast (or a vegetarian alternative). Of course, there will also be plenty of time to exchange ideas, make new contacts and try some Bavarian beer. This event is only open to those who pre-paid during conference registration. March 14th, 19:30Venue: Hofbräuhaus, Platzl 9, 80331 München
On Tuesday afternoon, we offer the opportunity to participate in one of two cultural activities. In connection with our conference topic, the cultural events involve aspects of media, visual and multimodal litera-
cies. They include:
Pinakothek der ModerneA guided tour in the art museum, Pinakothek der Moderne (gallery of modern art)
Price: 20 €
Deutsches MuseumA guided tour in the Deutsches Museum (museum of science and technology)
Price: 25 €
As there are a limited number of places available, please write an email to [email protected] if you intend to participate. In the event that there are still free places available, you may also register in person on the first day of the conference.
Social and Cultural Programme
Wine ReceptionAfter the evening plenary, conference participants are invited to a wine reception in the Senatssaal. This event will be accompanied by live music by the Munich-based duo, Ivy League, featuring Max von Blanckenburg (LMU) on vocals & keys and Johann Gutzmer (TU Munich) on rhythm & samples.
March 13th, 18:45Venue: Senatssaal, Main University Building, Ludwig-Maximilians-Universität München
Social Programme
Ludwig-Maximilians-Universität München
Pinakothek der Moderne
Deutsches Museum
Augustiner am Dom
Universität
Theresienstr.
MarienplatzU
Ludwig-Maximilians-Universität MünchenGeschwister-Scholl-Platz 1, 80539
Augustiner am DomFrauenplatz 8, 80331
Hofbräuhaus MünchenPlatzl 9, 80331
Pinakothek der ModerneBarer Str. 29, 80799
Deutsches MuseumMuseumsinsel 1, 80538
Odeonplatz
Hofbräuhaus München
Cultural Programme
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Local RestaurantsDuring the conference lunch breaks, we recommend several of the restaurants and cafes surrounding the university, including:
01. Cadu (German, Café, Diner)02. Atzinger (German, Bar, European)03. Yi Nong (Chinese)04. Kun-Tuk (Asian, Thai)05. Lo Studente (Italian, Pizza, Mediterranean)06. Gratitude Eatery (European)07. Alter Simpl (German, European, Bar)08. Türkenhof (International)09. Hans im Glück (American, Bar, Fast Food)10. Bar Tapas (Mediterranean, European, Spanish)11. Victorian House - Brown’s Tea Bar (Café, International)12. Café Puck (German, Café, European)13. Der Verrückte Eismacher (Dessert)
Source: tripadvisor.com rankings
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Ludwig-Maximilians-Universität München
Contacts and Services
Conference Services & Contacts:
Twitter: @LMUtefl
Website: www.lmu.de/medialiteracy
Email: [email protected]
Phone #: A mobile number for conference-related emergencies will be provided at the registration desk.
WiFi: If you would like to have access to the university WiFi/W-LAN, please contact someone at the reception desk for your personal voucher.
Getting round Munich
Public Transportation: www.mvv-muenchen.de/en
City Homepage: www.muenchen.de/int/en
Munich Airport: www.munich-airport.com
Taxi Services: - Taxi-München eG: (089) 21 610 or (089) 19 410 - IsarFunk: (089) 450540
Emergency Contacts:
Police: 110
Medical / Fire: 112
For international cell phone users: Dial (0049) before dialing the above numbersThe (089) in the numbers above can be omitted when dialing from a German landline.
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Media Literacy in Foreign Language Education:
Digital and Multimodal Perspectives
MondayMarch 13th
09:00-10:00RegistrationSenatssaal
10:00-10:30Welcome M218
Prof. Dr. Martin Wirsing,Vice President of the LMU
Prof. Dr.Christiane Lütge,Chair of Teaching English as a Foreign Language
10:30-11:30PlenaryM218
Prof. Dr. Bill Cope“Language learning and assessment in the era of technology-mediated learning”
11:30-12:00Coffee BreakSenatssaal
12:00-13:30Sections(See p.14-15)
13:30-15:00Lunch Break
15:00-17:00Sections(See p.14-15)
17:00-17:30Coffee BreakSenatssaal
17:30-18:30PlenaryM218
Prof. Dr. Gunther Kress“Speech and writing in an era of social and semiotic provisionality: multimodal representation and the growing dominance of the screen”
18:45Wine ReceptionSenatssaal
TuesdayMarch 14th
09:00-10:00PlenaryM218
Prof. Dr. Catherine Beavis“Digital literacies, digital games: Language, learning and play”
10:00-10:30Coffee BreakSenatssaal
10:30-12:30Sections(See p.14-15)
12:30 – OnwardLunch Break
T.B.A.Meet-Up forCultural ProgrammeSpeerträger
14:30-15:45Young Researchers’ NetworkSenatssaal
19:30Conference DinnerHofbräuhaus
WednesdayMarch 15th
09:00-11:00Sections(See p.14-15)
11:00-11:30 Coffee BreakSenatssaal
11:30-12:30PlenaryM218
Prof. Dr. Mary Kalantzis“A grammar of multimodality”
12:45-13:30Closing PanelM218
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PlenariesPlenary IMonday, 10:30-11:30Room M218
Bill Cope University of Illinois at Urbana Champaign, USA
Language learning and assessment in the era of technology-mediated learning
Schools and systems of higher education around the world are today undergoing changes that may prove to be as large and significant as the creation of modern education in the nineteenth century, characterized mainly by its infrastructure of the classroom, the textbook and the test. Disrupting this traditional model, we witness today the rise of formal education outside of these institutional forms (for instance: online schools, MOOCs, just-in-time training), as well as substantial changes in pedagogical modes within conventional schools (for instance: project-based learning, increased learner self-regulation, competence/mastery versus norm-based assessment). Educational technologies are a part of this equation. However, the transformation is fundamentally pedagogical, rather than technological. Technologies have the capacity to support pedagogical transformation, but equally to revive and fossilize old pedagogies. The focus of this presentation will be to suggest the shape of a new and emerging wave of pedagogies, and the educational technologies that support these pedagogies. My focus will be on the place of multimodal knowledge representations and contemporary “academic literacies.” I will provide examples from the multimodal writing and assessment environment, Scholar, which we have been developing with the support of grants from the Institute of Educational Sciences in the US Department of Education, the Bill and Melinda Gates Foundation, and the National Science Foundation.
Plenary IIMonday, 17:30-18:30Room M218
Gunther Kress University College London, UK
Speech and writing in an era of social and semiotic provisionality: multimodal representation and the growing dominance of the screen
A social semiotic approach to multimodality gives precedence to “the social”. That means that it has to consider the social conditions which shape how meaning is made, and what resources are available for making meaning. That provides the essential backdrop for attempts to understand speech and writing in the contemporary semiotic landscape, in particular in their relation to other modes now becoming ever more prominent in communication. In the talk I will go beyond an approach which we might characterize as “multimodality light” (eg “I have always tried to use images, where it seemed useful” “of course I know that images are meaningful”) by examining three issues central in using multimodality in teaching and learning, especially in the teaching and learning of a “foreign language”: “the partiality of language and the multimodal landscape of meaning”; “design and multimodal composition”; “changing meaning across modes”. Contemporary communication is strongly marked by the rapidly changing role and the semiotic impact of digitally instantiated media, so I will consider the social organization of such media and their interrelation with increasingly multimodal means of representation. In that context I will raise the issue of (changing) principles of composition: that is, the move, eg, from linearity to modularity, and its effects on forms of writing, for instance. Given the broader theme of the conference, I will briefly raise the question of a social semiotic approach to multimodality in the context of different languages.
Dr. Bill Cope is a Professor in the Department of Education
Policy, Organization & Leadership, University of Illinois, Urbana-
Champaign, USA and an Adjunct Professor at Charles Darwin
University, Australia. He is also a director of Common Ground
Research Networks, a not-for-profit publisher and developer of
“social knowledge” technologies. He is a former First Assistant
Secretary in the Department of the Prime Minister and Cabinet
and Director of the Office of Multicultural Affairs. His research
interests include theories and practices of pedagogy, cultural
and linguistic diversity, and new technologies of representation
and communication. His recent research has focused on the
development of digital writing and assessment technologies,
with the support of a number of major grants from the US
Department of Education, the Bill and Melinda Gates Foundation
and the National Science Foundation. The result has been
the Scholar multimodal writing and assessment environment.
Among his recent publications are edited volumes on The Future
of the Book in the Digital Age and The Future of the Academic
Journal, and with Kalantzis and Magee, Towards a Semantic Web:
Connecting Knowledge in Academic Research.
Gunther Kress is Professor of Semiotics and Education at the
UCL Institute of Education, University of London. His research
is in communication and meaning-making in contemporary
environments. His broad aims are to continue developing a
social semiotic theory of multimodal communication; and, in
that, to develop a theory in which communication, learning,
identity are entirely interconnected. One part of that agenda is to
develop apt tools for the ‘recognition’ and ‘valuation’ of learning.
He has led and contributed to a wide range of research
on multimodal interaction and environments, including the gains
and losses of changes in representation, knowledge and pedagogy,
the English and Science classroom, and more recently the surgical
operating theatre. His publications include Multimodality: A social-
semiotic approach to contemporary communication, Routledge,
2010; Reading Images: The Grammar of Visual Design (with T.
van Leeuwen), Routledge, 2006; English in Urban Classrooms: A
Multimodal Perspective on Teaching and Learning (with C. Jewitt,
J. Bourne, A. Franks, J. Hardcastle, E. Reid, K. Jones), Routledge,
2005; and Literacy in the New Media Age, Routledge, 2003.
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Plenary IIITuesday, 09:00-10:00Room M218
Catherine BeavisDeakin University, Australia
Digital literacies, digital games:
Language, learning and play
Digital games offer rich and immersive worlds where communication, play and multimodal literacies of all kinds beckon players to interact and engage. With their mix of text and action, entrancing visuals and instant feedback, digital games provide a context in which understanding and meaning-making, the representation of self, and interaction with others are core business, central to progress through the game and the satisfactions of play. Virtual worlds and digital games work as collaborative sites where meaning is negotiated and players are engaged in experiential learning of many kinds. Activities typically include planning, problem solving, decision making, risk taking, trial and error and purposeful communication of many kinds. Research into the promise of digital games for education identifies language learning, for both first and additional languages, as one of the main curriculum areas where games can be most effective, because of such qualities and the integrated and extensive nature of the informal worlds of the game. To participate in such worlds, players need to ‘read’ and understand information on hand, hints and cues, the rules of the game, the nature of the genre; what it means and what it takes to play, progress and win, supported by the wealth of paratexts that surround the game. In addition is the cultivation of cutting edge skills and lightning fast responses, in forms of play that range from the benign and orderly through to fast paced, ground-breaking, anarchic and byzantine. This keynote explores virtual worlds and ‘serious’ games, highlighting the role of digital and multimodal literacies in the creation of meaning for players, and the purposeful and powerful context they provide for communication, interaction and play.
Plenary IVWednesday, 11:30-12:30Room M218
Mary Kalantzis University of Illinois at Urbana Champaign, USA
A grammar of multimodality
This presentation will focus on the implications of the intrinsic multimodality of digital media for language teaching and learning. Among significant developments, we see the proliferation of still and moving image as modes of expression, displacing or augmenting messages that would once have been expressed mainly in oral or written language. We also witness a dramatic extension of the sites of writing and reading, and in new or hybrid genres. Our television screens, our shopping malls and our smart phones are full of writing. We navigate both virtual and physical worlds with writing, from the ‘tags’ that support discovery to the requests and responses we get from GPSs. Arguably, we are doing more writing than ever; and it is taking new forms. My argument about multimodality is not to say that the non-linguistic modes necessarily displace traditional linguistic forms, but to demonstrate how linguistic and other modes are interconnected in new ways that also transform the forms of the linguistic. To address this contemporary situation, we have been attempting to develop an educationally usable multimodal grammar, analyzing both the comparabilities and irreducible differences in the processes of meaning across different modes or meaning forms: text, image, space, object, body, sound, and speech. Our grammar is organized around five meaning functions: reference, agency, structure, context and interest. All meaning-making, in all modes, is capable of expressing all five meaning functions. The functions conjoin in multimodal representation and communication.
Professor Catherine Beavis is program leader for the Curriculum,
Assessment, Pedagogy and Digital Learning program in REDI -
Research for Educational Impact: Deakin University’s Strategic
Research Centre for research in Education, and Professor of
Education in the Faculty of Education and the Arts at Deakin
University, Australia.
Since 1989, at Griffith and Deakin Universities, she
has developed, taught and convened courses and undertaken
Doctoral Supervision in areas encompassing English and Literacy
Education, Curriculum Studies, Language and Literature, Research
Methodology, Digital Culture, New Media and New Literacies;
Learning and Digital Games. Her research addresses English and
Literature education, English curriculum history, young people
and digital culture, ICT and new media, critical literacy, in and out
of school literacies and computer games. She has edited six books,
with a further two in preparation, addressing videogames and
learning (Serious Play) and Literature Education in the Asia-Pacific.
She has a successful track record in national and
university competitive grant funding and has undertaken
numerous research consultancies in the areas of English and
literacy education and new media. She has a long history of
engagement with a range of secondary and senior secondary
curriculum committees, maintains close ties with the teaching
profession, and is a Life Member of the Victorian Association
for the Teaching of English, and Patron of the English Teachers’
Association of Queensland.
Dr. Mary Kalantzis is a professor in the Department of Education
Policy, Organization and Leadership at the University of Illinois at
Urbana-Champaign, USA. From 2006 to 2016, she was Dean of the
College of Education at the University of Illinois. Before then, she
was Dean of the Faculty of Education, Language and Community
Services at RMIT University, Melbourne, Australia, and President
of the Australian Council of Deans of Education. She has been a
Board Member of Teaching Australia: The National Institute for
Quality Teaching and School Leadership, a Commissioner of the
Australian Human Rights and Equal Opportunity Commission, Chair
of the Queensland Ethnic Affairs Ministerial Advisory Committee,
Vice President of the National Languages and Literacy Institute
of Australia and a member of the Australia Council’s Community
Cultural Development Board. With Bill Cope, she is co-author or
editor of a number of books, including: The Powers of Literacy:
Genre Approaches to Teaching Literacy, Falmer Press, London,
1993, Productive Diversity, Pluto Press, Sydney, 1997; A Place in
the Sun: Re-Creating the Australian Way of Life, HarperCollins,
Sydney, 2000; Multiliteracies: Literacy Learning and the Design of
Social Futures, Routledge, London, 2000; New Learning: Elements
of a Science of Education, Cambridge University Press, 2008 (2nd
edition, 2012); Ubiquitous Learning, University of Illinois Press,
2009; Literacies, Cambridge University Press, 2012 (2nd edition,
2016); and A Pedagogy of Multiliteracies, Palgrave, London, 2015.
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1) Potentials of digital and multimodal literature and storytelling
2) Developments in digital and multimodal materials and resources
3) Innovations in media-based and pop cultural approaches
4) Literacies for film and audiovisual media
5) Higher Education and developments in CALL/TELL
6) Teacher education, educational policies and curricula
Room: E110 (Senatssaal) M209 M203 M201 C016 C022
Section Chair: Prof. Dr. Susanne Heinz Dr. Stefanie Fuchs Prof. Dr. Tanja Angelovska Prof. Dr. Gabriele Blell Prof. Dr. Torben Schmidt Prof. Dr. Angela Hahn
MONDAY12:00 - 12:40
ThalerThe Bard goes multimodal
Stöckl, PflaegingMultimodal genres in the EFL classroom: Theoretical and methodological approaches to developing multimodal literacy
ReinhardtEveryday technology-mediatizedlanguage learning: New opportunities and challenges
BajramiAudio-visual materials and their effectin teaching vocabulary in EFL classes
IsmailiThe effectiveness of using CALL in academic settings
Rumlich, Altenbeck, RüschoffHow teachers envisage the digitalfuture at schools
12:40 - 13:20 Owczarek“So, what else can it do?” - Towardscritical media literacy in the EFLclassroom
Norte Fernandez-PachecoThe effects of multimodal vodcasts on EFL students’ audiovisualcomprehension
Vela, SaliiThe effect of online authenticmaterials on motivation in EFLclassrooms
MakarukMultimodal literacy: Options forsemiotic resource combinability andperception
Laktišová, Sršníková Embedding a MOOC course in anacademic program as part ofcurriculum transformation
Hauck, SatarLearning and teaching languages intechnology-mediated contexts: The relevance of social presence, copresence, participatory literacy and multimodal competence
15:00 - 15:40 WangWeChat: A smartphone-mediatedcommunity of L2 literacies practice
SpijkerboschMedia and language learning inJapan: A critical review
KaiserFilm clips in the foreign languagecurriculum
Schmidt (Torben), Pandarova, JonesTowards a fully-automated adaptive Elearning environment: A predictivemodel for difficulty-generating factorsin gap-filling activities that targetEnglish tense-aspect-mood
Brautlacht, Martins, PoppiTeaching media literacy and Englishas a lingua franca: Learning by doinginternational projects. An approach toteaching professional English inhigher education
15:40 - 16:20 StannardInteractivity in digital narratives:Storytelling apps and the EFL context
EmaraA multimodal discourse analysis ofsocio-cultural implications in Englishmiddle-school textbooks in Egypt
KennedyPlace, time and transindividuation:The psychosocial dilemmas of foreign language education in Japan
Delius“Are you serious?” - Using authenticfilm material in the foreign languageclassroom to foster oral competencies
MahfouzUsing wikis as an assessment tool:The case of a sociolinguistics course
HalabiThe role of e-tutors in supportingdistance English language learnersin becoming autonomous learners atthe tertiary level
16:20 - 17:00 Matz, Rogge“this learning mayst thou taste” -Media literacy approach to learningwith Shakespeare’s sonnets
Buendgens-KostenPlayfully plurilingual? - Digital games and the inclusion of non-monolingual material in the EFL classroom
Matsumoto, KoyamaInfluence of mass media as seen inself-reflective entries of interculturalencounters of children and universitystudents
KargesUsability - An important addition tovalidating computer-based assessment
TUESDAY 10:30 - 11:10
Genetsch, SurkampTechnology-enhanced learning inforeign language literature classes
Aslan, CiftciLearner perceptions about CMC inEFL/ESL writing classes: A metaanalysis
Schäfer“Street art isn’t a crime” - Teachingand learning with multimodal piecesof street art in the EFL classroom
Ramos Álvarez, González PlasenciaSpanish in a day: An online videocontest for Spanish languagestudents worldwide
Gabel, Schmidt (Jochen)Collaborative writing with writing padsin the foreign language classroom -Chances and limitations
RocheExploring the role of digital literacy inEnglish for academic purposesuniversity pathway programs
11:10 - 11:50 AlterVisual literacy meets digitalstorytelling: From picture books,comics and graphic novels toToonDoo, PowToon and Pixton
EisenmannEdu-apps in EFL teaching
Becker (Carmen), KupetzRoads to culture and languagethrough murals - An approach toARTivism in the EFL classroom
Chen (Hsin-I)Second language identities in practicein online intercultural exchanges
SteinbergerSynchronous collaborative writing withGoogle Docs: Enabling and understanding written collaborative practices in the foreign language classroom
BlumePre-service language teachers as pre-digital learners in the context of DGBLL: A survey of digital tools and attitudes
11:50 - 12:30 Kolb, BrunsmeierReading story apps in the primary EFL classroom
Frenzke-ShimVisual literacy and interculturalcommunicative competence: Working with pictures on tablets in a foreign language classroom
Deters-Philipp, WillGraded materials for digital storytelling
Casulleras, MiralpeixWatching cartoons with L1 or L2subtitles: A classroom-based studywith young learners
AmrateExploring the pedagogy of EFL pronunciation training using CAPTtechnology in a collaborative classroom environment: Case study of first year EFL university students in Algeria
Chen (Quingquing) Developing media literacy educationon the platform of College English inChina
WEDNESDAY 09:00 - 09:40
VolkmannLiterature in the “Post-Truth”classroom: Using fiction to teachreality
WlochTV Serials: An innovative mode ofreading literature in German EFLclassrooms today
Becker (Daniel), Gießler, Schledjewski Popular culture in the EFL classroom: Using media literacy as a tool to analyze narrative identities
Duncan, ParanSnapshots of reality: What reallyhappens when using film in thelanguage and literature classroom
Marenzi, Bortoluzzi, BianchiThe LearnWeb platform formultiliteracy practices in highereducation and in the workplace
Schneider, Kulmhofer, Kletzenbauer, MoserCritical approaches to media literacy:Catering to the needs of strugglinglearners
09:40 - 10:20 PukowskiOver the Wall, into the gutter: Media literacy and intercultural learning using Peter Wartman’s comic Over the Wall
Lira-Gonzales, GrégoireTechnologies in first and secondlanguage classes: Knowledgesynthesis on learning electronicwriting
PrusseThe hero’s journey as a narrativetemplate across media
Rivero-ViláCreating an interactive documentarywith your foreign language students
UllmannIndividualization in an English selflearningsetting: Phenomenon, empirical research and practical implications
Boivin, AmantayMultiliteracies in post-Soviet Kazakhstan - A transformative teaching approach for multilingual early learning
10:20 - 11:00 HebertImmersing in brave new worlds -Foreign languages and augmentedrealities
Fuchs“But how do I as a teacher work witha blog in the FL classroom?” - Mediaeducation and media competence inteacher education at university
Conference Sections
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Monday, 12:00-13:30 and 15:00-17:00
Section I: Potentials of digital and multimodal Literacies and storytelling
Room E110 (Senatssaal)
12:00 - 12:40 ThalerThe Bard goes multimodal
12:40 - 13:20 Owczarek“So, what else can it do?” - Towards critical media literacy in the EFL classroom
15:40 - 16:20 StannardInteractivity in digital narratives: Storytelling apps and the EFL context
16:20 - 17:00 Matz, Rogge“this learning mayst thou taste” - Media literacy approach to learning with Shakespeare’s sonnets
The Bard goes multimodal
Engelbert Thaler
In contrast to the first generation of the Internet, where people
were limited to the passive viewing of content, Web 2.0 refers
to World Wide Web websites that emphasize user-generated
content, usability, and interoperability. In a similar vein, modern
authors have adapted, re-created and transformed Shakespeare by
producing their own texts which are rather easy to use and relate
to other texts in a polyphonic intertextual and intermedial way.
This paper attempts to describe and assess these new
formats as well as point out their potential for TEFL (Teaching English
MONDAY 13th
as a foreign language) classrooms. The survey will not be restricted
to Web 2.0 applications in the narrow sense, i.e. social networking
sites, social media, blogs, wikis, folksonomies, video sharing sites,
hosted services, apps, collaborative consumption platforms, and
mashup applications, but also include further auditory, visual
and audiovisual media, e.g. pop songs, pictures, and movies.
First, the developments leading to a multimodal opening
of Shakespeare-related texts will be summarized. Then 30 different
multimodal teaching techniques for “Hamlet” are briefly pointed
out. Finally 10 modern classroom approaches to “Romeo and
Juliet” are suggested. Whether such an update of Shakespeare’s
works enhances or devalues the Bard, may be open to discussion.
12:00 - 12:40 Room E110
“So, what else can it do?” Towards critical media literacy in the EFL classroom
Claudia Owczarek
This spring, the Standing Conference of the Ministers of
Education and Cultural Affairs of the states of the Federal
Republic of Germany (KMK) published its latest draft of a
policy statement on education in a digital world. It includes the
ability to understand and reflect media as a central dimension
of interdisciplinary media literacy (cf. 9). In accordance with
this viewpoint, Michael Hoechsmann argues that “teaching
Media Literacy 2.0 in schools is like teaching agriculture in a
farming community; in other words, many of the students in the
classroom are learning about the subject in their everyday lives
and need new perspectives, not new basics” (138; emphasis
added). These positions underline that technical expertise is not
sufficient to promote media literacy. What is equally important in
our days is critical media literacy. However, this capacity is not
only vital in one’s mother tongue, but it needs to be fostered in
an interdisciplinary way – hence, as well in the EFL classroom.
A narration which invites us to do so, is the picture
book It’s a book by Lane Smith. By bringing about the differences
between old and new media, it offers a great starting point to
discuss the digital revolution. At the same time, the detailed
discussion of this graphic narrative takes the increasing
omnipresence of multimodality in our times into account and it
induces students to develop the simultaneous understanding
of both textual and visual elements. Thus, the discussion
of this picture book does not only bring about the topic of
digitalization at the content level, but also at the design level.
All in all, this paper aims to point out the importance of
fostering critical media literacy in the EFL classroom. To elaborate
this stance, in a second step, it offers an account of how this goal
can be reached with a picture book as a starting point.
12:40 - 13:20 Room E110
15:40 - 16:20 Room E110
Interactivity in digital narratives: Storytelling apps and the EFL context
Michelle Stannard
Digital narratives in the form of tablet apps are illustrative of
the changing nature of text and approaches to text in the digital
age. Such digital texts may feature a range of modalities and
interactive features, and may additionally challenge traditional
notions of authorship (Dalton & Proctor 2008). These aspects
have various impacts on how learners of English engage with text,
further implicating how texts may be curated and approached
in EFL classrooms. As concerns aspects of multimodality, a
discussion on the implications of multimodal texts on language
learners is well underway (see Elsner et al. 2013; Ho et al.
2011). As concerns interactivity, however, a large degree of
ambiguity remains, particularly as the term ‘interactivity’ is
used to refer to a wide range of phenomena in digital texts.
Drawing from examples of narrative tablet apps, this
contribution seeks, firstly, to identify different types of interactivity
in digital text; secondly, to consider possible impacts on learner
engagement with text; and finally, to consider the implications this
may have towards text work in the EFL classroom.
16:20 - 17:00 Room E110
“This learning mayst thou taste:” Media literacy approach to learning with Shakespeare’s sonnets
Frauke Matz, Michael Rogge
Learning with Shakespeare’s sonnets is often a challenge in the
EFL classroom, as not only the language but also their design is
unfamiliar to students. The (Multi)Literacies Pedagogy offers a
helpful approach in teaching and learning with these texts, as it
opens itself to an action- and product-oriented approach which
also recognizes the significance of current digital media.
Thus, this contribution proposes a media literacy
approach to teaching Shakespeare’s sonnets following the
knowledge processes, allowing students to transform individually
chosen sonnets into their own short film adaptations with the help of
smart phones; illustrating how the transformation of these literary
texts into handcrafted films can help students not only to understand
and work with the design of Shakespeare’s sonnets, but also develop
critical media literacy. This media technique enhances students’
understanding of film production and enables them to apply
digital narrative techniques by themselves. Hence, students don’t
just read Shakespeare’s sonnets, evaluate different adaptations
(such as by the Shakespeare Hip Hop Company or the New York
Shakespeare Exchange)– they produce their own adaptations
of the sonnets and hence are able to find their own approach.
As we regard it as important that media literacy should
also be explored with university students who aim to become future
EFL teachers, we worked with student teachers in the course of
two projects (both at the Ruhr-University Bochum and the Justus-
Liebig University Gießen, Germany), demonstrating how digital
and multimodal media can be meaningfully linked with learning
with literature to further competence development. We are also
currently planning to implement this project in the second phase of
teacher education in Germany, helping future teachers of English
to establish a basic understanding of Multiliteracies Pedagogy and
develop their own teaching strategies for Multiliteracies in EFL
classrooms.
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12:00 - 12:40 Stöckl, PflaegingMultimodal genres in the EFL classroom: Theoretical and methodological approaches to developing multimodal literacy
12:40 - 13:20 Norte Fernandez-Pacheco The effects of multimodal podcasts on EFL students’ audiovisual comprehension
15:00 - 15:40 WangWeChat: A smartphone-mediated community of L2 literacies practice
15:40 - 16:20 EmaraA multimodal discourse analysis of socio-cultural implications in English middle-school textbooks in Egypt
16:20 - 17:00 Buendgens-Kosten Playfully plurilingual? Digital games and the inclusion of non-monolingual material in the EFL classroom
Section II: Developments in digital and multimodal materials and resources
Room M209
Multimodal genres in the EFL classroom: Theoretical and methodological approaches to developing multimodal literacy
Hartmut Stöckl, Jana Pflaeging
Dating back to early 17th text book illustration (Spevacek 2000),
pictures have a considerably long tradition in foreign language
education as illustrative, mnemonic, and motivational devices.
Over time the communicative landscape has noticeably changed,
involving a general increase in visualization and resulting in a
growing importance of multimodal texts (Bezemer/Kress 2016).
These changes raised a need for multi-literacy in education
(Pahl/Rowsell 2012: 25ff.; Cope/Kalantzis 2000), i.e. visual
literacy (Hecke 2012; Machin 2007; Kress/van Leeuwen 1996:
15ff.;) and multimodal literacy (Jewitt/Kress 2003). Our survey of
contemporary (Austrian) EFL-text books, which still are a central
classroom material in TEFL (Kurtz 2010), suggests, however,
that the potentials and demands of naturally and increasingly
multimodal communication have not yet been fully acknowledged
in textbook design – nor, very likely, in actual teaching situations.
MONDAY 13thMONDAY 13th
12:00 - 12:40 Room M209
While textbooks have grown into heavily and diversely illustrated
tools, they continue to limit their own potential for teaching
the basics of multimodal communication in two essential ways:
First, the densely illustrated pages still perpetuate a narrow
range of pictorial functions. Only rarely do they provide tasks
that go beyond simple matching exercises and prompts for text
production, such as speaking about a painting, or writing a story
on the basis of a photograph. Second, the formal, semantic and
pragmatic relations to language which images naturally exhibit
are badly neglected. Therefore, in this talk, we draw on analytical
tools established in multimodal text linguistics to unravel the
semiotic characteristics of language and images and their various
types of intermodal linkage. Using examples of the prominent
mass media genres advertisement (Stöckl 2009), infographic
(Stöckl 2012), and image-nuclear news story (Caple 2013), we aim
to point out ways in which multimodal texts could be integrated
into TEFL practices. The directions our work follows derive
from a concern with metaphor/metonymy as a general cognitive
and semiotic tool, from a focus on language functions such as
quantifying, describing or explaining, and from the notion that
texts accompanying images need to build cohesive ties with visual
elements and explain the pictorial context.
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The effects of multimodal vodcasts on EFL students’ audio-visual comprehension
Natalia Norte Fernández-Pacheco
The dissemination of the multimodal approach (Jewitt, 2013; Kress
& Van Leeuwen, 2001; Norris, 2004; O’Halloran & Smith, 2011),
focused on how different communicative modes are organised
to represent meaning, and the use of digital tools in language
learning contexts are promoting the application of new language
teaching materials. These new digital materials may not only be
more attractive for language students, but they may improve EFL
students’ audio-visual comprehension. Vodcasts, i.e., video files
uploaded on the net using Rapid Simple Syndication feeds (Hasan
& Hoon, 2013), are a form of mobile learning, inasmuch as they
allow students to watch the information they contain, whenever
and wherever they want to. Furthermore, educational vodcasts are
a good example of multimodal audio-visual resources since they
combine a variety of modes (e.g., spoken and written language,
images, gestures, and music), which may help students to better
understand communicative situations. This communication
describes the effects of vodcasts on EFL students’ audio-visual
comprehension when different orchestrations of communicative
modes appear in the visualization. A multimodal discourse
analysis of two British Council vodcasts was carried out, using
ELAN, a multimodal annotation tool, to design comprehension
tests according to the different orchestrations found. Forty
Spanish upper-intermediate students visualized the vodcasts and
completed the tests to measure their audio-visual comprehension.
These questions were associated with parts of the vodcasts in
which orchestrations of 2, 3 and 4 modes appeared when the
information was given. The statistical analysis indicated that EFL
students’ audio-visual comprehension improved when there was
a greater number of orchestrated modes. The conclusions regard
the importance of the multimodal approach and the employment
of audio-visual materials to enhance students’ listening skills.
15:00 - 15:40 Room M209
WeChat: A smartphone-mediated community of L2 literacies practice
Min Wang
This case study explored how three Chinese students studying
at the English Language Institute (ELI) of a Southeastern US
university formed a mobile-networked community of L2 literacies
practitioners through WeChat (a Facebook-like platform)
discussions. Adopting both etic and emic perspectives, in the
study used discourse analysis and content analysis to examine
WeChat discussion exchanges to functions of communication. All
the discussion group members were considered as contexts of and
for each other. Their written texts, head icons, and emoji genre
were viewed as main contexts to understand how they designed
and negotiated meanings to participate in this community of
practice to enhance their L2 literacies as legitimate community
members. The researcher focused on what the WeChat discussants
had written and how it had been written, what things (activities)
and what others in this context were relevant and significant, what
identities were shaped, and what relationships and politics were
involved in this context of the WeChat discussion group when
they interacted with each other in a form of text. Text senders and
receivers’ positions, preferences, values, intentions, desires, and
relations between texts and discussants were scrutinized.
Combining the etic and emic accounts allowed the
researcher to identify the structural discursive attributes of
WeChat discussions and its significance for L2 literacies practices.
Data from this research showed that the WeChat discussion group
appeared to function as a mechanism for these students to make
and negotiate meanings, voice their arguments, change power
relations, and design textual selves. The interactions among the
three participants not only focused on exchanges of information,
but also on exchanges of thoughts and perspectives, in and through
which they combined genres of mixed dialogues, narratives, and
arguments to participate in the smartphone, network-mediated
communication. They shaped a group image where they were
each active, responsible, and competent L2 discussants.
15:40 - 16:20 Room M209
A multimodal discourse analysis of socio-cultural implications in English middle-school textbooks in Egypt
Ingy Emara
Multimodal discourse analysis refers to the interaction
between text and different modes of communication such
as images, gestures, sounds and positioning of elements to
create meaning. Much of the work in this field draws from
Halliday’s (1978) social semiotic approach to language, which
considers language as one of a number of semiotic resources
that people use to communicate. In this view, language is also
considered within the socio-cultural context in which it occurs.
Accordingly, the language used in educational materials such
as English language teaching textbooks can be analyzed in
terms of its interaction with different modes of communication
to create or advocate certain socio-cultural identities.
The present study aims to provide a multimodal
discourse analysis of the socio-cultural implications in the material
presented in English teaching textbooks used in the first middle
school year in Egypt. The study also compares the textbook
designed by the Egyptian Ministry of Education for public schools
and another textbook designed by Oxford University Press, which
is used in international Egyptian schools. The comparison aims
to investigate how certain social and cultural identities may be
promoted differently in books designed by authors with different
socio-cultural backgrounds through the use of multimodal
language material. The present study also provides a qualitative-
quantitative analysis of the two textbooks within Halliday’s (1978;
2009) systemic functional grammar approach which sees language
or discourse as having three metafunctions: an ideational function
(what the text is about), a relational function (what relations are
elicited between the reader and text) and a textual function (how
the text is organized). The implications of the study may be useful
to teachers of English as a foreign/ second language as they
highlight how certain identities and socio-cultural ideologies may
be advocated through multimodal instructional material.
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Playfully plurilingual? Digital games and the inclusion of non-monolingual material in the EFL classroom
Judith Buendgens-Kosten
A book is either in language A, or in language B, or bilingually
in A and B. But it is necessarily fixed – a reader does not get
to choose anew at each page. Digital media, on the other
hand, can offer additional languages more flexibly, through
optional subtitles, affordances for receptive code-switching,
or other technical means. Unlike printed objects, these can
remain more fluid: Allowing for the inclusion or exclusion of
additional languages as needed, and providing a wider range of
languages than is commercially viable in the ‘dual book’ market.
Such ‘classic’ digital multilingual media have value
by opening up the classroom as a multilingual space, but many
are limited by their artificiality: Creating parallel versions in
different languages, not reflecting actual plurilingual practices
that occur all the time within and outside the classroom.
In theory, digital media, through its options for interactivity and non-
linearity, could provide multilingual spaces that go beyond parallel
versions. One example for this would be the digital computer
game MElang-E (melang-e.eu), which attempts to simulate
multilingual and plurilingual practices, from intercomprehension-
based practices to code-choice and code-switching.
While the focus of this presentation will be on the
didactic-conceptual level, it will also address the attitudinal
component, i.e. potential issues with acceptance of such products
by stakeholders and gatekeepers such as teachers.
16:20 - 17:00 Room M209
MONDAY 13thMONDAY 13th
12:00 - 12:40 ReinhardtEveryday technology-mediatized language learning: New opportunities and challenges
12:40 - 13:20 Vela, SaliiThe effect of online authentic materials on motivation in EFL classrooms
15:00 - 15:40 SpijkerboschMedia and language learning in Japan: A critical review
15:40 - 16:20 KennedyPlace, time and transindividuation: The psychosocial dilemmas of foreignlanguage education in Japan
16:20 - 17:00 Matsumoto, KoyamaInfluence of mass media as seen in self-reflective entries of interculturalencounters of children and university students
Section III: Innovations in media-based and pop cultural approaches
Room M203
Everyday technology-mediatized language learning: New opportunities and challenges
Jonathon Reinhardt
With the rise of ubiquitous social media, many everyday socio-
literacy communication practices have become mediatized
(Lundby, 2009), and thus commonplace, habitual, and
unexamined. This shift poses new opportunities and challenges
to second and foreign language (L2) education and computer-
assisted language learning (CALL), as debates (e.g. Bax, 2011) on
whether digital technology can be integrated into L2 classrooms
until it is normalized and no longer visible are moot. Most
students now come to L2 learning with a range of dispositions
or habitus associated with everyday technology-mediatized
literacies, influencing their reception of formal L2 learning tasks.
The impact of this mediatic turn has already been documented,
with learners resisting or rejecting learning activity that does
not balance task parameters with the ecological affordances of
a particular tool vis-à-vis agency (Arnold, Ducate, & Kost, 2012;
Chen, Shih, & Liu, 2015; Lin, Groom, & Lin, 2013; Reinhardt &
Zander, 2011). Retaining learner agency, however, poses a
challenge due to formal curricular and assessment demands
and the need to develop awareness, which is key to developing
abilities to use social media for autonomous L2 learning.
In response, I propose a paradigm of “technology as
everyday” that recognizes the mediatic turn, contrasting with
traditional CALL theoretical paradigms where technology is
rarified or exceptional. This implicates approaches to research
that are ecologically grounded in emic perspectives of technology-
mediatized language use (e.g. Jones, Chik, & Hafner, 2015), and a
relational pedagogy that develops critical awareness of mediatized
language use as socio-literacy practice (e.g. Reinhardt & Thorne,
2011; Chun, Kern, & Smith, 2016).
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Media and language learning in Japan: A critical review
Paul Spijkerbosch
Many believe Computer-mediated Communication (CMC) offers an
incredible opportunity to leverage technology and blend subjects
to motivate second language acquisition. CMC, however, offers
both opportunities and barriers to potential users. Technological
proficiency, also referred to as media literacy, is the obvious issue,
yet there are a number of other considerations that researchers
and educators need to evaluate; considerations that may depend
upon location or even wider societal issues. With this in mind, this
presentation will assess CMC in a Japanese SLA context.
Drawing on the research of Hauck (2010), this
presentation will use the framework that intercultural
communicative competence and multimodal (media) competence
are interdependent. Using Internet-based telephony to
collaborate interculturally requires intercultural communicative
skills as well as technological skills. They are dependent on
each other, and checking and scaffolding learner knowledge
of them needs to be considered fundamental if they are
to be effectively used pedagogically (Spijkerbosch, 2013).
One of the biggest hurdles for media as a language
learning solution, is whether or not the ends justifies the means.
History has continuously demonstrated that people can learn
languages. The question is whether or not media solutions
can enhance these skills better than existing methods. This
presentation is aimed at considering this debate within the
language learning environment of Japan.
15:00 - 15:40 Room M203
15:40 - 16:20 Room M203
Place, time, and transindividuation: The psychosocial dilemmas of foreign language education in Japan
David Kennedy
This paper proposes a research agenda for investigating
the psychosocial effects of information and communication
technologies (ICTs) on notions of distance, or ‘foreign-ness’,
in foreign language education in Japan. The focus here is on
the particularities of Japan’s semiotic landscape, where foreign
language—particularly English—as a product remains a significant
commercial, cultural, and educational industry, yet arguably
with a tenuous connection to a sustained, autopoietic discourse.
Drawing upon a multidisciplinary array of theory
and research – in language acquisition, social theory, and
media (in particular Bernard Stiegler’s theoretical work on
‘industrial temporal objects’) –, the paper calls for an opportune
re-examination of the role of technology as a mediator
in foreign language education in settings such as Japan.
Recent media theory has widely discussed the ways in
which ICTs have refocused human memory from the spatial, and
its long-imagined possibilities of permanence (e.g. the place, the
community, the physical cultural artifact), to the temporal – the
timely comment, the ephemeral upload – and its apparent transience
in the cloud (e.g. the instant spectacle of Twitter, Snapchat,
WhatsApp, YouTube). This change in how one experiences the
world extends, naturally, to the social. Such dynamic tensions
between place and space, between the security of a recognizable
home and the unbridled thrill of wandering the unknown, between
the spatially bound and the temporally limitless, and between self-
identity (who one thinks one is) and transindividuation (who one
may become)—all of these are represented iconically by the social
condition of foreign language learning in Japan in the digital era.
The effect of online authentic materials on motivation in EFL classrooms
Vjosa Vela, Teuta Salii
Using authentic materials in EFL classrooms is widely discussed
in recent years. As a result, numerous studies have been carried
out analyzing the pedagogical benefits, role and the effects of
using authentic materials in EFL classrooms. Most of the teachers
involved in foreign language teaching believe that authentic
materials or texts are useful to language learning process. Students
exposed to authentic materials in EFL classroom are better able
to cope in real life situations and are more eager to learn the
foreign culture. Moreover, using authentic online resources and
technology is easily accessible and useful for the students. The
aim of this paper is to explore how online authentic materials could
be used to increase students’ motivation in EFL classrooms and
enable students to understand the culture of the target language.
To address these questions, the paper is organized in two parts. In
the first part, the definition of authentic materials is given. Then
advantages and disadvantages of the use of authentic materials are
discussed. In the second part, the definition of culture is given and
then, why and how cultural content should be used is discussed.
The participants of this study are 90 Intermediate level students
from the South East European University Language Center. Over
a ten week period students followed their course material and
syllabus however they were also exposed to online authentic
materials and cultural content in addition to the regular syllabus
and textbook. A questionnaire was administered to the students to
find out if online authentic materials and technology could be used
to enhance students’ engagement in EFL classrooms. The findings
led to a conclusion that technology and authentic materials are
effective tools that can be implemented in an EFL classroom.
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16:20 - 17:00 Room M203
Influence of mass media as seen in self-reflective entries of intercultural encounters of children and university students
Kahoko Matsumoto, Yukie Koyama
This study looks into the influence of mass media in the self-
reflective entries of intercultural encounters made by 35
elementary school students (hereafter referred to “children”)
and 41 university students. Detailed text analysis was done to
spontaneous entries in the Council of Europe’s “Autobiography
of Intercultural Encounters” (AIE), a self-reflective learning tool
widely used in Europe. Both adult and young learners’ versions
of the AIE were translated into Japanese and used with university
students and children respectively, to ascertain the influence
of mass media’s depictions of foreigners and others who are
different from the typical Japanese. The study was done as a
part of a public research grant which aims to seek ways to create
teaching models for intercultural competence that can allow
Japanese youngsters to become able to solve problems in various
intercultural situations. The data analysis showed different ways
perceptions of “otherness” that children and university students
feel in intercultural encounters as well as how mass media’s
depictions affect their perceptions. It is especially interesting
how various media depictions help strengthen the stereotypical
images of people different from themselves. Though Japanese
youngsters still live in a mostly homogeneous environment where
stereotypes can be quite easily formed, children’s perceptions
were considerably individualistic. On the contrary, responses
of university students were varied depending on their learning
histories and experiences rather than their original dispositions.
Both groups have tendencies of making stereotypical, sweeping
statements about people who are different from themselves and
are often influenced by media depictions of foreign peoples.
However, at least about a half of university students were able to
change their parochial views through a reflective process and/or
input from a sociolinguistic course they were taking at the time.
On the other hand, children seem to need more intervention or
scaffolding to prevent resorting to simplistic stereotypes.
MONDAY 13thMONDAY 13th
Section IV: Literacies for film and audiovisual media
Room M201
12:00 - 12:40 BajramiAudio-visual materials and their effect in teaching vocabulary in EFL classes
12:40 - 13:20 MakarukMultimodal literacy: Options for semiotic resource combinability and perception
15:00 - 15:40 KaiserFilm clips in the foreign language curriculum
15:40 - 16:20 Delius “Are you serious?” Using authentic film material in the foreign language classroom to foster oral competencies
12:40 - 13:20 Room M201
Multimiodal literacy: Options for semiotic resource combinability and perception
Larysa Makaruk
The fact that present-day creators of textual material are
prolifically utilizing the greatly increased range of semiotic
resources now available to them has led linguists to totally re-
examine the traditional concept of literacy. During the past
decade this conception has been expanded into the dimension
of multimodality, thanks to the significant contributions of Kress
(2003, 2004, 2006), Van Leeuwen (2006), and Jewitt (2003),
whose formulations with respect to their theoretical foundations
demonstrate that there are no devices or means presented on
paper or on the screen which can be dismissed as unimportant,
whether it be a picture, a punctuation mark, a piece of strikeout
text, a section of highlighting or a pictogram.
The analysis which has been carried out shows
that instead of a single letter or word, a number of different
semiotic resources can be used, making the process of reading
and perceiving easier or more complicated. This points to the
necessity of considering notions and language processes such as
multimodal polysemy and homonymy. Another question for which
there seems to be no totally clear answer involves the possible
necessity of considering these processes as essential to make a
black and white text more colourful; it can be asked whether some
kind of graphic play is involved, since black and white texts may
be viewed as merely monotonous; or whether it may be possible
to speak of some form of multimodal stylistics.
Texts of this type open up more possibilities for
communication and make it necessary to introduce some
new elements of terminology such as multimodal grapheme
and multimodal lexeme. The crucial question is how to teach
individuals to perceive information which includes both verbal
and non-verbal means, when the latter can be found on different
levels–graphic, lexical, syntactical and of course textual.
Film clips in the foreign language curriculum
Mark Kaiser
Feature films offer instructors the opportunity to explore
language and culture within a visual context. Clips cut from
those films present a distinct advantage over viewing an entire
film in that the amount of language material is more manageable
and the filmic techniques more easily analyzed. With this in
mind we have developed the Library of Foreign Language Film
Clips (LFLFC), a database of 17,000+ clips in 25+ languages
for use in language and culture instruction complete with
heuristic aids for comprehension. Access to the database
is, available to institutions of higher education at no cost.
In this presentation we will demonstrate various
approaches to the exploitation of clips for teaching language
and culture in the foreign language classroom. Drawing on two
disparate clips in the LFLFC from two American films, one focusing
on filmic devices and the other on language, but where both
facets of the filmic text are important, we will demonstrate how
the clips might be used to teach grammar, vocabulary, stylistics,
and culture, affording the development of students’ linguistic,
communicative, and translingual and transcultural competencies
and visual literacy. Furthermore, we will present examples of tasks
that foster the development of students’ symbolic competence with
the goal of becoming “a multilingual subject” (Kramsch 2009).
15:00 - 15:40 Room M201
“Are you serious?” Using authentic film material in the foreign language classroom to foster oral competencies
Katharina Delius
In the past view years foreign language research has paid
particular attention to the training of both the receptive skills
through the medium film and the productive skills with regard
to shooting films (viewing and listening competence, visual
literacy) (i.a. Blell et al. 2016; Thaler 2013; Lütge 2012; Henseler
et al. 2011). The talk proposes a stronger analytical focus on
the authentic language use displayed in feature films and TV
series/sitcoms in order to offer students model texts of oral
communication. In a combined approach of genre-learning (i.a.
Paltridge 2001; Cope/Kalantzis 1993) and drama-based methods
(i.a. Schewe 1993) language- learners first analyse scenes from
15:40 - 16:20 Room M201
It is argued that foreign language education in places
such as Japan prioritize a repositioning of language learners from
consumers of semiotic commodities to (re)constructors of meaning
for their own individual and shared purposes, leading ultimately to
a critical rethinking of in what senses English language learning in
Japan can continue to be called ‘foreign’.
Audio-visual materials and their effect in teaching vocabulary in EFL classes
Lumturie Bajrami
Integrating technology in classroom has become one of the
most discussed issues in teaching environments and these days
is inevitable to do so in every level of education, especially in
language teaching. This paper aims to analyse the effects of video
use as an audio and visual material in order to offer and create
successful language classes, which will have effect on students’
motivation and participation in English courses at university level
in the viewpoint of English instructors. This paper first attempts to
explore the goals of using video material in EFL classrooms and the
advantages of using video materials in EFL teaching, on the basis of
which proposes a framework of teaching principles, strategies and
specific tips which facilitate EFL teaching. Then will bring theories
and practice related to the use of audio-visual tools in language
learning especially in ESP classes at university level and the reason
why videos can be considered as valuable pedagogical tools
which facilitate the teaching process. Materials as videos should
be selected by certain criteria, such as: they should contain the
desired linguistic material; be thematically interesting; repeat the
12:00 - 12:40 Room M201
viewings for students to understand the text fully; and be brief. As
with selecting all instructional materials, there is a good video and
a bad video for language teaching purposes. A useful video must
contain the desired linguistic material for instructional purposes.
In most cases, for language courses attempting to develop
communicative performance, this criterion means language that
is current, useful and accurate in a corresponding situation.
The purpose of this study is to investigate and show the
benefits that the language teachers and learners get from using
audio-visual aids in teaching and learning the English language.
According to the analysis and the data collected in ESP classes,
the findings reveal a positive effect of video use on students’
motivation and participation.
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MONDAY 13thMONDAY 13th
Section V: Higher Education and developments in CALL/TELL
Room C016
12:00 - 12:40 IsmailiThe effectiveness of using CALL in academic settings
12:40 - 13:20 Laktišová, SršníkováEmbedding a MOOC course in an academic program as part of curriculum transformation
15:00 - 15:40 Schmidt, Pandarova, JonesTowards a fully-automated adaptive e-learning environment: A predictive model for difficulty-generating factors in gap-filling activities that target English tense-aspect-mood
15:40 - 16:20 MahfouzUsing wikis as an assessment tool: The case of a sociolinguistics course
16:20 - 17:00 KargesUsability - An important addition to validating computer-based assessment
12:00 - 12:40 Room C016
The effectiveness of using CALL in academic settings
Merita Ismaili
Nowadays, teaching English is urged to focus on communicative
approach meaning that there is a need to look at the learning
outcomes that technology in teaching brings. English language
teachers have always been in search of new methods and tools
that may help the learning and teaching process The teaching
techniques presented in the classroom should give students the
necessary skills to use the target language outside the classroom
as well. In one form or another, technology has always been part
of the teaching. It is part of the resources that teachers use to help
facilitate student learning. Many researches suggest that CALL
(Computer Assisted Language Learning) is an effective tool where
students can practice the language in their own pace. Apart from
being an excellent tool to improve the language acquisition the
use of technology in the classroom provides a more meaningful
context for the students. CALL enhances students’ achievement,
while at the same time ‘increases motivation and autonomy in
learning’ (Doughty 2003, p 57).
The SEEU (The South East European University) is
in a huge advantage regarding the use and employment of the
technological tools. It uses the Google classroom software, which
primary use is to help and foster students autonomy by using its’
on-line services such as: participation in different discussions,
posting activities, blogs, chatting, uploading teaching materials etc.
This study will try to investigate students’ attitudes towards CALL
and how it can accommodate students’ different learning styles
and keep them motivated.
12:40 - 13:20 Room C016
Embedding MOOC course in an academic program as part of curriculum transformation
Petra Laktišová, Daniela Sršníková
MOOCs have received a lot of media attention recently, hyped as a
“drastic change” in education, and yet many of them are skeptical
of the values behind MOOCs, as well as the quality of online
learning provided by eligible educational institutions.
MOOCs, however, are not conceptually as revolutionary
as they might appear for many of us. They are the next logical step
in rapidly growing online type of learning, which has been growing
with acceleration since the start of the millennium (Butcher & Wilson-
Strydom, 2013). MOOCs are also recognized as an enlargement
of a model that is already entirely prevalent in the online world.
There have been numerous projects engaged in finding solutions to
the “students’ language skills crisis” over many terms at the Institute
of Lifelong learning (University of Žilina) and the current strategic
push for Curriculum Transformation provided additional motivation
and mandate to implement MOOC course Teaching literacy through
film to the framework of English language course curricula.
The MOOC course mentioned above was implemented to
Towards a fully-automated adaptive e-learning environment: A predictive model for difficulty-generating factors in gap-filling activities that target English tense-aspect-mood
Torben Schmidt, Irina Pandarova, Roger Dale Jones
The last fifteen years have seen the rise of Intelligent Computer
Assisted Language Learning (ICALL), which deals with the
development and study of intelligent, adaptive technologies that
take a learner-centred approach to language learning (Slavuj et al.
2016). Such systems deliver individualised learning experiences
by adapting their behaviour to a learner’s a) learning objectives,
preferences and styles, b) changing spatio-temporal circumstances
and/or c) current level of knowledge and ability (Gómez et al.
2014). Adaptivity features with particular regard to c) may include
dynamic processes such as adjusting the content, sequence and
difficulty level of activities, as well as providing individualised
feedback and support targeted at inferred knowledge gaps and
misconceptions. A few ICALL systems employ for this purpose
methods from Item Response Theory to automatically and
dynamically model learner ability based on their performance on
sets of activity items (e.g. Chen & Chung 2008; Hsieh et al. 2012).
However, the difficulty level and constraint characteristics of the
individual items themselves are typically predetermined, e.g. by
language experts or using costly pilot tests. As a consequence,
such systems necessarily operate with fixed, (subjectively) pre-
rated item pools. We suggest this shortcoming can be addressed
by an automated model which assesses in real time the difficulty
and constraint characteristics of unseen items and which generates
accordingly individualised learning content and feedback. This
paper focuses in particular on gap-filling activities targeting
the English tense-aspect-mood (TAM) domain and identifies
linguistic features that could serve as constraint and difficulty
predictors for items of this type. The paper also describes the
empirical procedure we developed for validating the reliability
of these predictors and outlines future steps in designing a fully-
automated ICALL system for practicing the English TAM domain.
15:00 - 15:40 Room C016
films or series by examining the speech situation, speech acts,
the specific language, and non-verbal aspects of the interaction
before they produce their own oral texts of the same genre.
The talk looks at both the theoretical potential of feature
films, sitcoms and series in the foreign language classroom
to foster the oral skills as well as some preliminary results of a
study carried out in a 6th grade English class for one school year.
Findings of the study are mainly based on the video-analysis of
certain teaching phases as well as on the interviews conducted
with learners and the teacher.
an academic program in order to lift language skills in conjunction
with supporting and enhancing low-efficacy English language
learners – to whom the foreign language still continues to be a great
challenge. Correspondingly, based on our experience, it can be most
likely considered as a particularly powerful source of students’ stress.
Hence, the MOOC course provided an alternative e-way to those
who encounter with academic English at the university level, in the
act of supplementing the current face to face language services.
Over the semester, the students explored a range of strategies and
frameworks that they could use to engage and inspire themselves
when acquiring specific vocabulary, and improve their progress
and levels of attainment in both listening and speaking.
On account of that, the paper portrays a successful
approach to using MOOC course for addressing language
skills deficit and enlisting teachers and policy makers who find
themselves in the curriculum transformation process.
Using wikis as an assessment tool: The case of a sociolinguistics course
Inas Y. Mahfouz
From a constructivist point of view, learning requires active
engagement and collaboration. As early as 1987, Chickering and
Gamson created the ‘Seven Principles of Good Practice’ which
emphasizes: student-faculty communication, collaboration among
students, active learning, appropriate feedback, setting a time
limit for each task, high expectations, and different learning styles.
Many of these principles cannot be achieved through reliance on
traditional evaluation techniques solely; hence, the necessity of
adopting technology to achieve better learning outcomes. However,
integrating technology for assessing students, especially in upper
level linguistics courses, poses a challenge to professors. The
study reports on a sociolinguistics course, ENGL 375: Rhetorics of
Cultural Dissonance, where technology is used to evaluate students
through wikis. The course depends on Moodle as a learning
management system (LMS) where wikis are a built-in activity.
The research focuses on an upper level sociolinguistics
course which examines various expressive contexts to understand
cultures and cultural differences and how these are reflected and
transformed through language. Investigating cultural perspectives
and practices usually requires a large scope project that can be
intimidating for one student alone. Therefore, group work is an
essential assessment tool. Using wikis for evaluating students
facilitates group work and serves the course objectives. A Wiki has
three elements technology, content and group work. It consists
of hyperlinked pages that students collaborate to populate with
content. By the end of the course, using wikis as an assessment
tool is evaluated in terms of the five Sloan-C pillars (Lorenzo &
Moore, 2002). Though these pillars are originally designed to
evaluate online courses, yet they have proved useful in evaluating
the use of technology in learning. The results confirm the efficiency
of wikis as an assessment tool for linguistics courses.
15:40 - 16:20 Room C016
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26 27 3Back to contents
MONDAY 13thMONDAY 13th
Usability – An important addition to validating computer-based assessment
Katharina Karges
Foreign language education and language assessment are often
intrinsically linked. As a result, it is little surprising that the quality
of assessments has been an ongoing debate for almost as long
as foreign languages are taught in formal settings (Newton &
Shaw, 2014: 27ff.). Indeed, most high stakes assessments today
report on validation studies which usually target issues such as
construct representation, concurrent validity, fairness, or the
adequacy of scoring procedures. Considered much less are more
basic concerns, such as the extent to which the mere handling
of the test may influence the way test takers are able to solve the
tasks and give their answers. This very central question may have
important repercussions for the meaningfulness of the results and
thus the validity of the assessment use. One way to circumvent the
problem, widely used in language assessment, is the restriction
to well-known test formats (e.g. multiple choice questions) and
linear test organization. Yet, this approach seriously limits the
possibilities in terms of construct coverage: media literacy, an
important aspect of foreign language education, includes basic
computer and Internet skills, the ability to choose relevant
texts or the evaluation of the trustworthiness of a source, all of
which require more complex test formats and more flexible test
interfaces. Validity theory though does not necessarily offer the
means to evaluate the influence of those aspects on test taker
behaviour. A valuable source for this can be found in product
design and software engineering: usability – the ease of use and
learnability of a device or process. I will argue that usability and
validity can be considered as two sides of a coin, complementing
each other and both offering important theoretical and practical
tools to evaluate the quality of an assessment instrument.
16:20 - 17:00 Room C016
Section VI: Teacher education, educational policies and curricula
Room C022
12:00 - 12:40 Rumlich, Altenbeck, RüschoffHow teachers envisage the digital future at schools
12:40 - 13:20 Hauck, SatarLearning and teaching languages in technology-mediated contexts: The relevance of social presence, co-presence, participatory literacy and multimodal competence
15:00 - 15:40 Brautlacht, Martins, PoppiTeaching media literacy and English as a lingua franca: Learning by doing international projects. An approach to teaching professional English in higher education
15:40 - 16:20 HalabiThe role of e-tutors in supporting distance English language learners in becoming auto-nomous learners at the tertiary level
How teachers envisage the digital future at schools
Dominik Rumlich, Deborah Altenbeck, Bernd Rüschoff
Subjective theories and attitudes towards teaching and learning
have turned out to represent a major determinant of teaching at
secondary schools. A large-scale multimethod study (N=800) in
cooperation with Cornelsen was meant to capture such subjective
theories and attitudes concerning digital media in general and
digital school books in particular. To minimise the influence
of the research team, the design of the study followed the
principles of the Delphi method and consisted of three phases:
1) A think tank with experts and novices (teachers,
teacher trainers, publishers, etc.; N=13) was conducted to
brainstorm freely about “digital (multi)media in the language
classroom”.
2) Semi-structured interviews with teachers and teacher
trainers (N=15) were conducted to obtain an in-depth view of the
major aspects identified in phase #1.
3) The findings of #1 and #2 were used for a survey
study with N=800 teachers in order to obtain insights into the
attitudes and subjective theories of language teachers regarding
“digital (multi)media in the language classroom” on a large scale.
The presentation will focus on the results of the survey: While
the majority of the respondents attribute great potential to digital
media (as concerns, e.g., internal differentiation/flexibility,
authenticity, activation, motivation), they also believe that
digital media generally reduce the efficiency of teaching (due
12:00 - 12:40 Room C022
Learning and teaching languages in technology-mediated contexts: The relevance of social presence, co-presence, participatory literacy and multimodal competence
Mirjam Hauck, Müge Satar
The potential of technology-mediated environments is increasingly
attracting attention in educational practice including the teaching
of languages and cultures. Many institutions are gradually shifting
towards using computer-mediated communication (CMC) - either
in hybrid or online only settings - with the aim to foster computer
supported collaborative learning (CSCL). The latter is focused on
how collaborative learning supported by technology can enhance
peer interaction and work in groups, and how collaboration
and technology facilitate sharing and distributing of knowledge
and expertise among community members (Lipponen, 2002).
However, this puts new demands on education
professionals responsible for facilitating this paradigm shift and
having to make sure that they themselves and their students
have the skills necessary to fully benefit from teaching and
learning in such contexts.
The module Tutoring with Web 2.0 tools – Designing
for Social Presence developed for pre- and in-service language
teacher education and its implementation as part of School
Experience in an EFL course at Boğaziçi University, Foreign
Language Education Department (FLED), provide the backdrop
for this contribution. The training program is based on
Hoven’s “experiential modeling” (Hoven, 2007) approach
where the tools and processes tutors are expected to use in
their teaching are experienced from a learner’s point of view.
Based on our case study research we hypothesize that
the ability to send and read social presence and co-presence
cues is a precondition for sustained participation in technology-
mediated environments, and, in turn, for meaningful collaboration.
Our findings highlight the need for a different way of looking
at what happens in CSCL drawing on concepts such as social
presence (Kehrwald, 2010), participatory literacy (Pegrum 2009)
and multimodal competence (Kress, 2003).
12:40 - 13:20 Room C022
to students’ lack of media competence [for learning purposes],
reduced time on task, limited reliability and availability of digital
media). It was also striking that 75 % said they had no or only
minor reservations concerning a digital “schoolbook 2.0” while
thinking that 66 % of their colleagues would have strong or
very strong reservations. These and other findings support the
conclusion that teachers appreciate the opportunities that come
with a digital school book and digital media, but see them as
supplements to a printed school book rather than a replacement.
15:00 - 15:40 Room C022
Teaching media literacy and English as a lingua franca: Learning by doing international projects. An approach to teaching professional English in higher education
Regina Brautlacht, Maria Lurdes Martins, Franca Poppi
The advent of global citizenship in the 21st century posited
intercultural communication and the need for efficient
communication as the cornerstone of teaching English as a foreign
language. Global digitalization has not only influenced how
people communicate world-wide but has given higher education
institutions the task of preparing learners for the global market.
English language teaching goes beyond a good
command of linguistic structures to equipping learners with
the competencies to perceive and understand cross-cultural
differences and collaborate and negotiate meaning. Nowadays it is
unarguable that communication is increasingly digitally mediated
and for students to be competent communicators and get ahead in
the workplace, they need digital skills. The challenge is to develop
these digital and media literacies parallel with teaching English
by promoting collaborative problem solving in technology-rich
environments using English as a Lingua Franca (Seidlhofer,
2005). This includes the ability to create and communicate digital
information, the ability to research and evaluate information
online, and the ability to solve problems in technology-rich
environments. It also requires teaching learners to build strategies
to enable a multitude of literacies to work hand in hand. 21st
century competencies require learners to experience real-life tasks
in authentic scenarios that are complex (Hallet, 2014). Learners
use media and Web 2.0 tools to communicate and collaborate with
others and create joint knowledge (Dooly, 2008) using English as
a Lingua Franca (ELF).
This paper aims to provide an overview of the data and
analysis of a telecollaboration project between three universities
that focuses on teaching 21st century competencies. The
European Dialogue Project (EDP) started in 2013 and has given
students from Germany, Italy and Portugal the opportunity to work
jointly online and developing new skills and different literacies.
After four successful years, we have developed an approach to
teaching professional English using technology and ELF, as well
as examining how technologies are best used for learning, more
specifically Web 2.0 skills. Furthermore, we have developed a set
of guidelines in designing and implementing student collaboration
projects for higher education institutions.
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MONDAY 13th
15:40 - 16:20 Room C022
The role of e-tutors in supporting distance English language learners in becoming autonomous learners at the tertiary level
Maha Halabi
Teaching English to non-native speakers in Saudi universities is
conducted in various environments. Online English teaching is one
of the relatively new environments in Saudi Arabia. Hence, this
study, which was undertaken in one of the Saudi universities, was
mainly aimed at exploring the e-tutors’ perceptions of their role in
its distance language learning programme (DLLP). To achieve this
aim, the following overarching research question was formulated:
What are the perceptions of e-tutors about learning
and teaching processes in the context of DLLP?
As the experience of this environment of teaching and
learning is budding in Saudi universities, and with the huge amount
of money spent yearly by the Saudi Government on e-learning
facilities specifically in the field of foreign language learning, I
thought as researcher to investigate this area of a specific focus
of the research was to explore the ways in which the tutors might
support their female distance learners to be autonomous and
independent ones. In order to address the research question,
three data collection methods were used, namely reflective
journals, semi-structured interviews, and document analysis.
A thematic analysis framework (Braun and Clark, 2006) was
adopted to interpret the data of the reflective journals and
semi-structured interviews, while content analysis was used
to identify critical issues in the collected documents. Emerging
themes include some interesting, unexpected issues related to
this teaching context, such as the cultural constraints and their
impact on e-learning in Saudi universities, and the necessity for
the e-tutors to use the L1 in their teaching of English language.
This study is expected to develop a framework
for e-tutors to help their distance language learners to
manage and control their learning of the foreign language
in this DLLP. It is hoped that such a framework will be
useful for other e-tutors in similar teaching environments.
Tuesday, 10:30-12:30Section I: Potentials of digital and multimodal literature and storytelling
Room E110 (Senatssaal)
10:30-11:10 Genetsch, SurkampTechnology-enhanced learning in foreign language literature classes
11:10-11:50 AlterVisual literacy meets digital storytelling: from picture books, comics and graphic novels to ToonDoo, PowToon and Pixtonon
11:50-12:30 Kolb, BrunsmeierReading story apps in the primary EFL classroom
10:30-11:10 Room E110
Technology-enhanced learning in foreign language literature classes
Martin Genetsch, Carola Surkamp
When we ask ourselves about the benefits of using digital media
in foreign language classes, we should start the discussion from
the perspective of one specific area of language teaching and take
its specific goals into account. From the perspective of teaching
foreign language literature, for example, the following questions
arise: 1. (How) can technology motivate and support reading and
understanding literary texts in a foreign language? (Starting from
a broad notion of literature, listening and viewing should always
be included.) 2. Which digital formats are worth considering, for
which purposes can they be used and how can we use them?
According to current models of literary competence
(Diehr/Surkamp 2015) foreign language learners should
develop motivational and attitudinal, aesthetic and cognitive
as well as linguistic and discursive competences in order
to be good readers (viewers and listeners) of fiction. In our
presentation we will reflect on how the use of digital media
can support the development of these competences by
expanding the possibilities of literary reception and production.
To illustrate this, we will focus on WebQuests and show
that they offer manifold opportunities for digital bildung in the
literary classroom: WebQuests transcend fact-finding researches
and conceive of learners as “infotectives” (Wagner 2004) who learn
about content and in the process of this reorganisation acquire
functional communicative skills; WebQuests lend themselves to
carrying out wide readings (cf. Hallet 2007) that help to contextualize
literary texts (cf. Genetsch/Hallet 2010); and WebQuests represent
the multimodality of the internet as archive by way of intertextual
learning environments that demand that learners navigate
different sites and follow discursive threads through different
genres individually. By understanding the material of a WebQuest
as new didactic text (cf. Decke-Cornill 1994) learners must
understand the intertextual arrangement and reflect it critically. It
is at this point that WebQuests may also make a contribution to the
field of multiliteracies pedagogy (cf. Cope/Kalantzis 2000, Walker/
White 2013) and help to define what may be called media literacy.
11:10-11:50 Room E110
Visual literacy meets digital storytelling: From picture books, comics and graphic novels to ToonDoo, PowToon and Pixton
Grit Alter
Despite their increasing popularity among TEFL theorists and
university teachers, visual literature such as picture books,
comics and graphic novels are still largely left aside when
teachers pick reading material for their English classes. Reasons
often lie with the media’s complexity in style and content,
and with teachers being unfamiliar with the great variety of
such texts and how to deal with them in classrooms. Yet, they
have huge potential to develop a variety of competences. As
a multimodal medium, visual texts address different modes to
construct meaning and develop visual and critical literacy that
have become essential in the 21st century. Written by authors
from various cultural backgrounds, such texts also speak to
global education and inter- and transcultural learning. Newest
developments of the digital world make it possible for students
to create their own visual texts according to their interests and
language level. With platforms such as ToonDoo, PowToons or
Pixton already beginning learners can develop media literacy
through projects that allow them to work autonomously. In
this presentation, I explore the concept and teaching potential
of visual literacy, and introduce digital storytelling and Web
2.0 applications that invite students to unfold their creativity
by developing their own visual texts. Constructed as project
work, students combine content and language learning with the
development of media literacy in autonomous learning settings.
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TUESDAY 14th
11:10-11:50 Room E110
Reading story apps in the primary EFL classroom
Annika Kolb, Sonja Brunsmeier
Story apps are multimodal ensembles (Serafini 2014): auditory,
tactile, and performative dimensions are combined with textual
and visual elements (Al-Yaqout & Nikolajeva 2015). These
dimensions can significantly facilitate the reading process as
visuals and animations enhance comprehension and written
is supported by oral language. Interactive features allow
readers to adapt the story pace and influence the setting and
the plot. These characteristics offer new opportunities for
reading in a foreign language. Young learners can explore
stories on their own, thus allowing for individual choices of
text and less teacher-centred reading experiences. Research
has shown that the interactivity of story apps can reinforce
the understanding of the story and enhance the development
of reading strategies (e.g. Bus et al. 2015, Sargeant 2015).
This talk presents a research project that explores
how young primary EFL learners proceed when reading story
apps on their own and sheds light on the reading strategies
that the children apply to make meaning from these. Following
an action research approach (Burns 2010), the study uses
classroom videos, student products and learner interviews to gain
insights into the reading processes from different perspectives.
Section II: Developments in digital and multimodal materials and resources
Room M209
10:30-11:10 Aslan, CiftciLearner perceptions about CMC in EFL/ESL writing classes: A meta-analysis
11:10-11:50 EisenmannEdu-apps in EFL teaching
11:50-12:30 Frenzke-ShimVisual literacy and intercultural communicative competence: Working with pictures on tablets in a foreign language classroom
10:30-11:10 Room M209
Learner perceptions about CMC in EFL/ESL writing classes: A meta-analysis
Erhan Aslan, Hatime Ciftci
Engaging in interactive computer-mediated communication
(CMC) environments (e.g. blogs, wikis, chats), language
learners develop various digital literacy skills, such as making
connections between various multimodal texts, images, sounds,
and links (Jones, 2015). These skills, particularly in second
language (L2) writing, provide opportunities for learners to
create and maintain relationships with their peers and develop
critical thinking skills (Chen, 2012). The question of how CMC
can best be exploited to enhance language learning has yielded
extensive research and review studies (e.g. Plonsky & Ziegler,
2016). Most meta- analyses focused on the overall effectiveness
of CMC on L2 production, performance, or development (Lin,
2015; Lin et al., 2013; Sauro, 2011). However, to date, there is
no comprehensive meta-analysis that reports the perceptions
of learners about engaging in CMC, specifically in L2 writing.
In order to fill this gap, this study presents a meta-analysis of EFL/
ESL learners’ perceptions about using CMC in L2 writing classes.
A comprehensive electronic database search between 2000 and
2016 resulted in 92 studies dealing with the use of CMC in EFL/
ESL writing classes at the university level. Of these, 35 studies
(generally using mixed- methods) included learner perceptions
about CMC elicited via self-report data elicitation techniques.
The preliminary findings will be presented with regards to
learner perceptions of different modes of instruction (face-to-
face, CMC, or blended); synchronous/asynchronous modes of
CMC; interaction types in CMC (teacher-learner, learner-learner,
learner-content); and multimodal affordances and constraints
of CMC. Additionally, affective factors such as motivation,
anxiety, and beliefs associated with the use of CMC in writing
classes will be reported. In conclusion, the implications of these
findings will be discussed in relation to the effective use of CMC
and the development of language learner autonomy and digital
literacy skills both inside and outside of instructional settings.
TUESDAY 14th
11:10-11:50 Room M209
Edu-Apps in EFL teaching
Maria Eisenmann
Always online – this does not only apply for digital natives but also
for digital immigrants. Digitisation of everyday life has become
an integral and natural part of our society. By using mobile
devices there is an almost unlimited availability of information
and communication services. The corresponding apps used via
smartphones, tablets or netbooks are an indispensable part of
our students’ as well as our own lives. Therefore they provide
the opportunity to become a key tool in learning processes and
enhance foreign-language skills. But what is the added educational
value of these media for EFL teaching? How can these tools enrich
foreign language teaching and learning? How beneficial are these
tools for (digital) media literacy? The aim of this contribution is
to give an overview of the range of edu-apps and show blended-
learning scenarios by using mobile devices in EFL teaching.
11:50-12:30 Room M209
Visual literacy and intercultural communicative competence: Working with pictures on tablets in a foreign language classroom
Anne Frenzke-Shim
The purpose of my study is to research the impact of digital
images on interactions in foreign language classrooms using
tablet computers. Due to the mobile devices, such as smartphones
and tablets, German students are able to use more and more
pictures to communicate. Thus, they demonstrate not only
media literacy but visual literacy. Pictures play just as well a
major role in foreign language classes: They are called upon to
present parts of the foreign culture to the students, and even
more to supply alternative semiotic resources to the linguistic
means which are at the students’ disposal. The contribution
will focus on how the process of creating pictures as means to
communicate provides learning opportunities for the development
of both intercultural communicative competence in the foreign
language and of visual literacy. Using the analytic approaches
of conversation analysis videos showing collaborative work
with pictures on tablets in 9th grade classes of English as a
foreign language in a German Gymnasium have been studied.
Section III: Innovations in media-based and pop cultural approaches
Room M203
10:30-11:10 Schäfer“Street Art isn’t a crime” - Teaching and learning with multimodal pieces of Street Art in the EFL classroom
11:10-11:50 Becker, KupetzRoads to culture and language through murals - An approach to ARTivism in the EFL classroom
11:50-12:30 Deters-Philipp, WillGraded materials for digital storytelling
10:30-11:10 Room M203
“Street art isn’t a crime:” Teaching and learning with multimodal pieces of street art in the EFL classroom
Larena Schäfer
Art or vandalism?! Street Art is a controversial medium, which
illegally modifies public spaces, but also visually protests and
communicates with local passers-by and global internet users.
Furthermore, the genre is highly multimodal – Street Artists use
different materials, environments and visual as well as linguistic
modes to create meaning. It is said that these multimodal
compositions have the potential to foster multiliteracies in the EFL
classroom that go far beyond the traditional skills (cf. Dausend
2013). The presented PhD project investigates this assumption
and is based on the Multiliteracies Framework (The New London
Group 1996) and its further development, the Learning by Design
approach (Kalantzis & Cope 2005). It introduced Street Art as
cultural and multimodal texts in two EFL classes (grade 9 and 10)
in Bremen, Germany. Following an educational design research
methodology, the study is aiming at generating theoretical
output on teaching Street Art, as well as producing practical
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TUESDAY 14th
11:10-11:50 Room M203
Roads to culture and language through murals – An approach to ARTivism in the EFL Classroom
Carmen Becker, Rita Kupetz
Street Art shapes the appearance of contemporary cities. It refers to
“subversive” urban art in public spaces located outside traditional
venues and includes a large variety of genres, artistic techniques,
and modes of representation. The global popularity of Street Art
has been fuelled by the Web 2.0 and digital media, both of which
make it possible to quickly spread images across the world granting
global access far beyond the original display of local urban space.
This paper will explore the potential of murals in
Street Art for developing multiple literacies with a focus on
media literacy in foreign language education. The “Sea Walls:
Murals for Oceans” project will be used as an example to
illustrate how murals in public spaces are re-contextualized
through community websites and music to “transcend cultural
and linguistic boundaries inspiring global change.” Examples
of possible tasks using murals will be discussed with regard
to their potential to promote skills of observing, noticing and
describing, linking, reflecting and interpreting a deeper meaning
all while relating to students’ lives and encouraging engagement
in global and/or local issues. Finally, based on empirical data,
arguments will be put forward in favour of an approach to
“ARTivism” in the secondary foreign language classroom.
11:50-12:30 Room M203
TUESDAY 14th
Section IV: Literacies for film and audiovisual media
Room M201
10:30-11:10 Ramos Álvarez, Gonzales PlasenciaSpanish in a day: An online video contest for Spanish language students worldwide
11:10-11:50 ChenSecond language identities in practice in online intercultural exchanges
11:50-12:30 Casulleras, MiralpeixWatching cartoons with L1 or L2 subtitles: A classroom-based study with young learners
10:30-11:10 Room M201
Spanish in a day: An online video contest for Spanish language students worldwide
Antonio Ramos Álvarez, Yeray González Plasencia
Spanish in a day (www.concedecine.com/spanish-in-a-day) is
a web project organized by Con C de cine in collaboration with
Cursos Internacionales-Universidad de Salamanca, Cursos
Internacionales-Universidad de Santiago de Compostela and other
Spanish FL educational institutions and publishers. The project was
inspired by Life in a day, a documentary film produced by Ridley
Scott. In an attempt to shape that idea into a foreign language
pedagogy framework, we adopted a film festival format encouraging
students to shoot themselves as they carried out their daily-life
activities and talked about them and interacted in Spanish with
other students and (non-)native speakers from all over the world.
As a result of this call for videos, we received over
50 submissions from 20 countries / 4 continents. In order to
evaluate those productions in a more harmonized way, we
created 3 different categories in alignment with the CEFR levels:
A de Acción (A1-A2 levels), B de Butaca (B1-B2 levels) and
C de Cineclub (C1-C2 levels). Prior to the video production, all
students had to take an online test so that they were placed in
the right category. Parallel to the contest official section, there
were 2 special awards: I de Intercultura (a prize for the best
intercultural speaker) and P de Producción (a prize for the best
collaborative production). The video assessment criteria were
made explicit through 5 descriptor scales (communicative,
linguistic and interactive competencies, originality and creativity)
divided into 4 bands each. As for the 2 special awards categories,
we specifically designed 2 rubrics: one based on an intercultural
communicative competence scale (Cf. González 2016) and the
other one on a set of features describing role performance,
positive interdependence and autonomous / collaborative learning.
The use of social media also played a key role in the
contest outcome, as Internet users voted for their favorite
productions among 3 finalists for each category (shortlisted by
a jury of experts in language assessment). The engagement and
user interaction that took place from 1-15 June on Facebook (over
550,000 users reached and more than 30,000 interactions in 15
languages) are just some of the milestones of this project. Other
key advantages of the Spanish in a day language corpus include
non-verbal communication and C1/C2 data for analysis. Likewise,
it providesplenty of input on the students motivations and needs
when acquiring Spanish L2/C2 in language (non-) immersion
contexts.
11:10-11:50 Room M201
output in form of an empirically evaluated lesson sequence. A
design prototype has been developed in two iterative cycles of
design construction and evaluation. The data corpus used for
the formative evaluation and data source triangulation includes
field notes, audio recording of classroom interactions, interviews
with teachers and students and various learner products.
The talk will focus on the last step of the developed
sequence, in which diverse groups of learners worked
together on a gallery walk. A learner product will be presented
and exemplary analysed. It should be discussed in how far
students were encouraged to apply creatively their new
knowledge of Street Art and deepened multimodal as well as
critical literacies and productive skills. Furthermore, it should
become visible to what extent working with Street Art pieces
in an open and creative task process holds opportunities
for learners to bring in their different abilities and interests.
Graded materials for digital storytelling
Ann-Cathrin Deters- Philipp, Leo Will
Primary school teachers tend to find themselves at a loss for suitable
materials when it comes to the implementation of storytelling in
class. The digital materials presented here take a holistic approach
to storytelling in that they work in episodes allowing for a complete
coverage of the EFL (English as a Foreign Language) curriculum
in German primary schools. They have been developed by the two
presenters in cooperation with Brockhaus NE GmbH. Numerous
episodes have been written, illustrated, and graded according to
language level. The teacher reads the story to the class while the
pictures are projected onto the wall one by one. The technology
includes features such as soundbites, and the optional showing
of the written text. Each episode is embedded in a task cycle of
pre-, while-, and post-storytelling activities. The episodes have
been created following well-established principles of storytelling
from an EFL pedagogic standpoint, but just as importantly, they
are designed to be exciting and visually appealing. Some stories
work with cliffhangers to heighten the suspense. The materials,
thus, facilitate storytelling by providing stories and activities that
are highly engaging while following the curricular progression.
The materials are intended to meet challenges posed
specifically by the German education system. They cater to teachers
who have not been fully trained in EFL at the university level, and
who may consequently lack critical skills in terms of language
proficiency and language pedagogy. These needs are addressed
by comprehensive instructional materials which function as both
linguistic and pedagogic support for the teacher. The presenters
have been in charge of the entire conceptualization of the learning
materials as well as of the support materials for the teacher.
Second language identities in practice in online intercultural exchanges
Hsin-I Chen
In recent years, videoconferencing tools have been increasingly
integrated into L2 classrooms for distant learning or intercultural
exchanges in cross-cultural telecollaboration (e.g., Furstenberg
et al., 2001; Kinginger, 1998; O’Dowd, 2005). Today such
videoconferencing exchanges can be done through digital tools such
as Skype, Lyceum (Hampel & Hauck, 2004), FlashMeeting (Hampel
& Stickler, 2012), and iChat (Lee, 2007). These studies indicate that
video-mediated communication among learners from different
cultures promotes intercultural learning and identity creation.
Continuing the line of inquiry, this study examines
the synchronous interaction among 30 EIL (English-as-an-
international-language) learners and their identity construction in
an online multimodal teleconferencing platform, Google Hangouts.
15 Taiwanese and 15 American students participated in an 8-week
online video-based Taiwan-US telecollaboration project. Built
upon the concepts of “affordance” (van Lier, 2004), “investment”
(Norton, 1997), and “identities-in-practice” (Kanno & Stuart,
2011), this study examines how Taiwanese second language (L2)
learners create and negotiate their L2 identities in the video-
mediated exchanges. The qualitative analyses of video recordings,
reflective journals, semi-structured interviews, and observation
field notes indicated that L2 learners invested and positioned
themselves differently (e.g., learner vs. user) in relation to their
EIL interlocutors. They also gradually appropriated different
linguistic, social, and cultural resources to create meanings and
co-constructed L2 identities through multimodal (verbal, visual,
and gestural) and multiliteracies practices. The learners’ past
experience and agency were shown to shape their communicative
practices and identity creation strategies in the multimodal
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TUESDAY 14thTUESDAY 14th
11:50-12:30 Room 201
Watching cartoons with L1 or L2 subtitles: A classroom-based study with young learners
Montse Casulleras, Imma Miralpeix
Due to the potential that audiovisual materials seem to offer for L2
learning (Danan, 2004), they can be a good tool to be used in formal
settings to make of the classroom a richer lexical environment.
There is a lot to be researched about the experience and effects of
watching subtitled tv series regularly in class with young learners
(Matielo et al., 2015). There is also a question about the most
effective types of subtitles (e.g. interlingual or intralingual) to
promote learning depending on the language proficiency level. So
far, very little attention has been paid in the literature on children
with very low proficiency (d’Ydewaelle and Van de Poel, 1999).
In this study, two groups of 11-year-olds learning
English in Primary school watched one episode a week of the
animated TV series ‘Curious George’ -- with subtitles either
in English (N=47) or in Spanish (N=45) -- over a period of 5
months. These beginner students were tested on comprehension
and vocabulary recognition (i) immediately after watching
each episode and (ii) in two special episodes without subtitles
(middle and end of treatment). They also took a delayed
vocabulary test two weeks after finishing the whole treatment.
Although there are not always significant differences
between the groups, the L1-subtitling group consistently scores
higher in comprehension, while the L2-subtitling group is better at L2
word-recognition. The possible effects of individual differences and
other language skills on the results were also explored and aptitude
was found to be closely related to comprehension in both groups.
Section V: Higher Education and developments in CALL/TELL
Room C016
10:30-11:10 Gabel, Schmidt Collaborative writing with writing pads in the foreign language classroom - chances and limitations
11:10-11:50 SteinbergerSynchronous collaborative writing with Google Docs: Enabling and understanding written collaborative practices in the foreign language classroom
11:50-12:30 AmrateExploring the pedagogy of EFL pronunciation training using CAPT technology in a collaborative classroom environment: Case study of first year EFL university students inAlgeriae
10:30-11:10 Room C016
Collaborative writing with writing pads in the foreign language classroom – chances and limitations
Stephan Gabel, Jochen Schmidt
Past research has shown convincingly that the enormous
difficulties second language learners face when writing texts
in the L2 can at least partially be overcome if the texts are
produced by learners in small groups rather than individually.
By collaborating with their peers, it has been argued, L2 learners
experience a noticeable re duction of the complexity of the
writing process, so that collaborative writing activities provide
‘procedural facilitation’, especially if they use word processors.
Similar claims have been made regarding computer-
mediated communication in the writing pro cess, where past
research has concentrated on evalu ating the educational
application of tools like e-mail, tandems, MOOs, wikis and blogs,
among others. With the ad vent of shared, online writing platforms,
called pads, e.g. Titanpad, which make it possible to produce texts
both synchronously and asynchro nously via a computer network,
the repertoire for the foreign language teacher has been enriched
in this respect beyond a doubt. This contribution will investigate
the potential of this new tool to foster the writing skills of foreign
language learners and present some practical proposals for uti-
lizing them in the classroom and beyond.
media platform. The findings contribute to our knowledge in
research on language, intercultural communication, identity,
and multimodal communication. Pedagogically, it provides L2
learners the tools to construct their identities in online multimodal
platforms, allowing them to negotiate the kind of identities they
wish to project in relation to others in L2 and to enact their ‘right
to speak’ when interacting with EIL speakers in the digital age.
11:10-11:50 Room C016
Synchronous collaborative writing with Google Docs: Enabling and understanding written collaborative practices in the foreign language classroom
Franz Steinberger
Technology has the potential to fundamentally change the way we
access, create, and exchange messages with each other. Web-based
word processing tools like Microsoft Word Online or Google Docs
have brought truly interactive, synchronous, multi-modal, written
tele-collaboration to offices and classrooms – a way of collaboration
and interaction which had not been possible before the advent of
this family of web 2.0 technologies. So-called ‘shared documents’
technology is a powerful tool to facilitate collaborative content
creation and to link in-class activities to online activities in blended
learning course arrangements. Its cloud-based nature caters for
both synchronous and asynchronous use cases; the familiar word
processing user interface of Google Docs requires little to no prior
student instruction. Lastly, shared documents technology does
not rely on a specific piece of expensive hardware (like iPads) but
requires just any computer or mobile device with internet access.
We have implemented shared documents technology in
an English for medical purposes course at the language centre
of Munich University, which serves as the basis for an empirical,
exploratory PhD study on synchronous collaborative writing with
Google Docs. Being able to observe synchronous written student
collaboration rather unobtrusively in a group work activity brings
on several pragmatic affordances from a teaching perspective. Yet
it also enables us to gain enlightening insights into how so-called
‘digital natives’ engage with complex multi-modal CMC tools in
a task-based learning scenario. The question how students used
shared documents technology to collaboratively create content
in a synchronous fashion shall be taken as a starting point to
discuss this family of technologies’ transformational potential
for the language classroom; this ranges from methodological
considerations to the role of computer-mediated communication
in second-language acquisition in general, and the question how
learner analytics can inform student assessment in group activities.
11:50-12:30 Room C016
Exploring the pedagogy of EFL pronunciation training using CAPT technology in a collaborative classroom environment: Case study of first year EFL university students in Algeria
Moustafa Amrate
The tremendous development in the field of speech technology
made it possible for computer assisted pronunciation training
(CAPT) programs to offer EFL learners an alternative environment
to practice pronunciation in a fully automatic process through
self-paced training with instant feedback. However, while the
literature highlights the innovation and effectiveness of using
CAPT technology individually, a little is known about its efficacy
and role in a collaborative classroom environment where guidance
from the teacher and authentic peer interaction are possible.
Therefore, this study aims at exploring the pedagogy of teaching
prosody features using CAPT technology in the EFL speaking class
by addressing three main issues: 1) the extent to which using this
technology in the classroom can improve EFL learners’ awareness
and use of prosody features, 2) the extent to which it can influence
the amount and quality of pronunciation training and 3) how EFL
students’ perceive it. 18 EFL learners from an Algerian university
with an intermediate language level divided into three groups,
a main group receiving collaborative training, a control group
receiving individual training and a reference group receiving
no treatment, took part in the main study which consisted of
six pronunciation training sessions delivered by the researcher
integrating various CAPT applications. Thus far, preliminary results
show that collaborative training with CAPT inside the classroom
can positively influence the quality of pronunciation training to
a considerable extent. Furthermore, using CAPT technology in
the EFL speaking class was perceived fairly positively by EFL
students practicing in both environments. In this presentation I
will talk about the theoretical perspective from which I tackled this
research problem and discuss the preliminary findings of the study.
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TUESDAY 14thTUESDAY 14th
Section VI: Teacher education, educational policies and curricula
Room C022
10:30-11:10 RocheExploring the role of digital literacy in English for academic purposes university pathway programs
11:10-11:50 BlumePre-service language teachers as pre-digital learners in the context of DGBLL: A survey of digital tools and attitudes
11:50-12:30 ChenDeveloping media literacy education on the platform of College English in China
10:30-11:10 Room C022
Exploring the role of digital literacy in English for academic purposes university pathway programs
Thomas Roche
English language pathway programs play an important role in
the higher education sector globally, preparing an increasing
number of international English as Additional Language (EAL)
students for English-medium university degree programs. These
pathway programs vary in their conceptualisation of English for
Academic Purposes (EAP) and the language-related skills they
teach and assess. This paper reports a study aiming to develop
a better understanding of the role of digital literacy skills in such
EAP pathway programs, and how embedding explicit digital
literacy tuition in these pathway programs impacts on students’
performance in- and perception of difficulties in subsequent
undergraduate study. Undergraduate EAL students (N=125) at
one Australian university participated in this study enabling the
researchers to contrast the experience and performance of those
who gained entry via an EAP pathway program with an explicit
focus on digital literacy, with those who entered via an alternate
pathway without explicit digital literacy tuition. The study finds
that students who enter via a university EAP pathway with an
explicit digital literacy focus, report a better understanding of
academic integrity issues, course requirements and less difficulty
accessing course content than peers who enter via a traditional
language pathway. As a result of which, we argue for a re-
conceptualisation of EAP pathway programs to include an explicit
digital literacy component.
11:10-11:50 Room C022
Pre-Service language teachers as pre-digital learners in the context of DGBLL: A survey of digital tools and attitudes
Carolyn Blume
Although Prensky (2001) famously described the “digital
natives,” empirical research illustrates that the relationship
between technology usage for pleasure and in knowledge
acquisition and application contexts is not straightforward.
Moreover, various studies (Kommer & Biermann, 2012;
Sardone & Devlin-Scherer, 2009) illustrate that unique
patterns exist among pre-service teachers regarding their
attitudes towards and adoption of digital technologies.
This presentation describes the use of gamified
digital tools for language learning among pre-service English
educators. Based on the preliminary results of a survey, this
research examines the attitudes and experiences of future
teachers regarding their use of digital game-based language
learning (DGBLL) for both English acquisition and instruction. By
considering them as both language learners and future teachers,
students’ conceptions of themselves as both “digital learners”
and “digital instructors” are examined in conjunction with one
another. In addition to describing the kinds of DGBLL this cohort
utilizes for its own language growth, the presentation will identify
the ways these behaviors are reflected in their attitudes towards
computer-assisted language instruction using DGBLL tools.
While the survey reflects attitudes and usage among a
small population at one university, it is hoped that the insights
it generates contribute to a better understanding of the role,
potential, and concerns regarding the implementation of gamified
digital technologies in wider language learning contexts.
11:50-12:30 Room C022
Developing media literacy education on the platform of College English in China
Qingqing Chen
The purpose of this study is to develop media literacy in College
English education in China and to draw more public attention to the
importance of media literacy education. With the fast development
of media technologies, college students in China have much access
to a variety of media messages and are vulnerable to negative
media information. As a basic, required course, College English
can be used as a platform for developing media literacy education
in Chinese universities; meanwhile, media literacy education helps
to improve college students’ English proficiency and to develop
their critical thinking abilities. On the basis of previous research
and the author’s teaching experiences as a College English
teacher, the paper discusses the development of media literacy
in College English education in China and proposes suggestions
for integrating media literacy into College English curriculum.
First, national requirements of College English education need to
be updated with the pace of media development; second, College
English textbooks need revisions and should allow students to
critically think and analyze the texts by asking and answering the key
questions; third, assessments should examine students’ abilities in
analyzing media information as well as their English proficiency;
fourth, media literacy should be incorporated into classroom
teaching, which will help to contextualize linguistic output by
creating life-like contexts; finally, media literacy education should
be extended to extracurricular activities, and teachers can interact
with students by email, social networks, and forums. The paper
analyzes the importance of improving College English teachers’
media literacy abilities and proposes that Chinese universities
should provide College English teachers with opportunities of
systematically studying media literacy. Implications of the paper
are that the integration of media literacy in College English
education will not only improve students’ English abilities but also
help them to develop into critical thinkers and qualified citizens.
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Wednesday, 09:00-11:00
Section I: Potentials of digital and multimodal literature and storytelling
Room E110 (Senatssaal)
09:00-09:40 VolkmannLiterature in the “post-truth” classroom: Using fiction to teach reality
09:40-10:20 PukowskiOver the Wall, into the gutter: Media literacy and intercultural learning using Peter Wartman’s comic Over the Wall
09:00-09:40 Room E110
Literature in the “post-truth” classroom: Using fiction to teach reality
Laurenz Volkmann
Not to carry Weissbier to Munich—it is a truth much acknowledged
by critical academics that we live in the age of “post-truth” or “post-
fact”. No longer do we rely on thorough research, nerdy experts
or statistical evidence – what matters is how we feel about certain
matters, especially political matters that cause irritation, frustration
or anger. Such irrational grievances, then, are angrily shared in
the social media or given vent to by voting for populist parties.
The educational antidote I offer in my presentation may
appear like a paradox at first sight: isn’t literature all about make-
believe, even about counter-factual modes of representation,
“the suspension of disbelief”, as a poet once famously described
the rhetoric of verisimilitude in fiction? On the contrary, I will
argue – by making student aware of the literary devices used to
create true-life-like accounts of reality, they can be empowered
to make informed distinctions between facts and rumours, factual
representation and fake information in the digital media.
This presentation will give a brief overview of how
to teach typical literary or textual devices used to create the
impression of factual, authentic representations; it will then
proceed to reveal how in textbooks and teaching material used
in German EFL classrooms media material is used uncritically
to present “authentic” (in reality “post-truth”) images of target
cultures; finally, I will present a number of teaching suggestions
for creating a critical and reflective awareness of “post-truth”
phenomena with the help of literary representations.
09:40-10:20 Room E110
Over the wall, into the gutter: Media literacy and intercultural learning using Peter Wartman’s comic Over the Wall
Franziska Pukowski
Due to the ever-growing importance of visual media and
multimodal texts in daily life (Hallet 2010), it is necessary to
incorporate such texts not only for teaching media literacy as
such, but also to include them into the literary canon. Comics as
a medium can provide authentic material, a literary text as well
as a shifting word-picture relation as part of medium and media
grammar literacy (Groeben/Hurrelmann 2002). Furthermore,
visual literature can already be introduced at an early stage if the
written and the pictorial modes convey roughly the same message.
Peter Wartman’s webcomic Over the Wall – later
published as a graphic novel – is a fantasy adventure about a young
girl who sets out into a city occupied by demons in order to save
her brother. During her quest, she discovers that common values
and beliefs are more important than belonging to the same species
and ultimately befriends one of the demons. Since the story is brief,
straightforward and mainly told through the pictorial mode rather
than employing lengthy dialogue, it is suitable for beginners.
The cartoon-like style is pleasant for young learners and enables
them to interpret emotions and facial expressions more easily.
Besides encouraging skills of multiliteracy and literary
literacy (Hallet 2012), the graphic novel offers the chance to
explore the relation between words and pictures (McCloud 1994).
The monochromatic color scheme leaves room for interpretation
and facilitates the analysis of specific narrative and visual
techniques. Moreover, the encounter of different species in both
friendly and hostile circumstances.
WEDNESDAY 15th
Section II: Developments in digital and multimodal materials and resources
Room M209
09:00-09:40 WlochTV Serials: An innovative mode of reading literature in German EFL classrooms today
09:40-10:20 Lira-Gonzales, GrégoireTechnologies in first and second language classes: Knowledge synthesis on learning electronic writing
09:00-09:40 Room M209
TV serials: An innovative mode of reading literature in German EFL classrooms today
Victor Wloch
This paper departs from an acknowledgement of the shift in the
reception of literature by young people: Recently, watching TV
serials has been getting more popular among this group – often
at the expense of novel reading. Whether watched on regular
TV, online via streaming services, or through DVD box sets, TV
series make up a significant and ever growing part of media
usage among young people. At the same time academia and the
press conceptualize recent serials as “DVD novels”, “Complex”
or “Quality TV”, praise their elaborate aesthetics, ambitious
narratives as well as relevant topics and therefore compare them
to the canonized works of Balzac, Dickens or Tolstoy. In this light,
TV serials appear as the literary narrations of and for out times.
Therefore, this paper argues that TV serials are highly
potent to serve as an in-road to literature in the EFL classroom.
It can no longer ignore this media format/technology, but must
adequately incorporate it into both the curriculum and into
teaching practice. Unfortunately, with regard to the German EFL
context, until now the learning potential of serials has not yet
been sufficiently considered. Therefore, this paper explores the
possibilities of systematically and continuously reading complete
seasons of TV (mini-)series in class as genuine audiovisual texts,
grounded in an expanded sense of ‘literature’. At the threshold of
literary and media literacy, this paper explores the vast potential of
TV serials for developing communicative competences, language
tools as well as intercultural skills in the German EFL classroom.
09:40-10:20 Room M209
Technologies in first and second language classes: Knowledge synthesis on learning electronic writing
Maria-Lourdes Lira-Gonzales, Pascal Grégoire
Electronic writing now competes with the spoken word to such an
extent that adolescents are abandoning traditional writing forms,
such as letter-writing, in favor of digital forms, such as blogs and
wikis (Penloup & Joannidès, 2014). In the digital era, schools are,
as a result, facing a daunting challenge: incorporating technology
in teaching and learning writing (Carnevale, 2013; OCDE, 2015).
This presentation will report on a knowledge synthesis
project, funded by the Canadian Social Sciences and Humanities
Council. Three specific objectives were pursued in this knowledge
synthesis project: (a) to take stock of digital forms of writing studied
through Canadian and international scientific research from 2005
to 2015, (b) to identify studies on using digital technology to teach
and learn writing, and (c) to synthesize and assess the impacts
digital technology have on texts, as well as on the writing process.
The findings of this knowledge synthesis are particularly
relevant because: (1) the arrival of new technologies has changed
the environment in which digital writing is practiced and, although
many studies have been carried out regarding the impacts of
these new writing practices (Brodahl & Hansen, 2014; Wichmann
& Rummel, 2013; Yim, Warschauer, Zheng, & Lawrence, 2014;
Yu, 2014), there is a void of a rigorous knowledge synthesis
allowing a better comprehension of these impacts; (2) researchers
and practitioners need accurate and rigorous knowledge of this
socially important type or writing; (3) the pedagogical integration
of technologies, such as the interactive digital table, implies major
expenses (Raymond Chabot Grant Thornton, 2013), this synthesis
will allow identifying the most and least promising teaching
practices which will be useful to both scholars and teaching
professionals.
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WEDNESDAY 15th WEDNESDAY 15th
Section III: Innovations in media-based and pop cultural approaches
Room M203
09:00-09:40 Becker, Gießler, SchledjewskiPopular culture in the EFL classroom: Using media literacy as a tool to analyze narrative identities
09:40-10:20 PrusseThe hero’s journey as a narrative template across media
10:20-11:00 HebertImmersing in brave new worlds: Foreign languages and augmented realities
09:00-09:40 Room M203
Popular culture in the EFL classroom: Using media literacy as a tool to analyze narrative identities
Daniel Becker, Ralf Gießler, Janine Schledjewski
Young people encounter narratives on a daily basis in products of
popular culture such as YouTube clips, comics, video games or TV
soaps (Storey 2008). Since the narrative turn in the 1970s/1980s,
the term ‘narrative’ has gained a transdisciplinary relevance by
describing a fundamental social practice for making sense of
the world. How individuals perceive themselves as stable and
coherent beings is inevitably linked to story formats and narrative
plots they use to talk about their lives (Fludernik/Alber 2010).
Even before the JIM-study has shown that products
of popular culture play a major role in young people’s everyday
lives (Feierabend et. al. 2015), current EFL curricula emphasize
the need for learners to develop audio-visual comprehension
and become media literate. General curricula for media literacy
demand that intermediate learners are able to evaluate the
constructions of reality found in media products.
The paper argues that a coherent narratological, media
literacy and EFL perspective on popular culture can unfold the
impact of narratives on young peoples’ identity formation. A
critical media analysis of an episode from ‘How I met your mother’
will serve as an example to demonstrate how narrative identities
are constructed in popular culture by film techniques and narrative
devices. Concrete tasks, based on this example, illustrate how
such an analysis can be implemented in the EFL classroom.
09:40-10:20 Room M203
The hero’s journey as a narrative template across the media
Michael C. Prusse
Narrative as a pervasive cultural practice across the media
(Abbott 2008; Nünning 2012; Sommer 2012; Brockmeier
2014) provides a challenging focus for students in EFL
classrooms. The in-roads into narrative are manifold; teachers
at secondary and tertiary level, endeavouring to explore media
and culture with their students, may address the thriving
practice of adapting from one narrative medium to another.
Children’s and young adult media have been
productive in this respect in recent years. Bestsellers, such as
the Harry Potter series (adapted from book to film and various
games) or Philip Pullman’s His Dark Materials (book to play
and film), profit from being widely known among the students.
Less well-known texts, by contrast, have the benefit of raising
the students’ curiosity and of permitting them to discover the
texts at the same time as they analyse modes of adaptation.
Such an analysis will make learners aware of how narratives
continue to exist and address new audiences by being adapted
anew. Ideally, a classroom that investigates these issues also focuses
on trans- and intercultural learning and fosters opportunities for
learners to understand lives outside their range of experience.
This paper, based on projects carried out at the Zurich
University of Teacher Education, will present three instances
of “multimedia system offers” (Ewers 2005). Firstly, Pullman’s
hybrid narrative Spring-Heeled Jack (Prusse 2014); secondly, the
adaptation of Tim Winton’s Lockie Leonard trilogy as a TV series
and, thirdly, Stormbreaker by Anthony Horowitz, adapted both as
a manga-style comic and as a motion picture.
When teachers approach media literacy within such
a context of teaching literature, film and modes of adaptation, a
theory such as the archetypal notion of the hero’s journey can
function as a unifying concept both in analysing narrative across
the media and in developing an understanding of extensive
narrative practices. Teaching the quest motive as a basic template
for much narrative output will equip students with tools that will
enable them to successfully acquire further cultural capital.
10:20-11:00 Room M203
Immersing in brave new worlds: Foreign languages and augmented realities
Estella Hebert
‘[...]reality, however utopian, is something from which people feel
the need of taking pretty frequent holiday [...]’ (Huxley, 1955, p. 13)
The proposed presentation will analyse the similarities and
differences between two ways of immersing oneself in ‘new worlds’:
firstly learning a new language as a gateway to new perspectives on
the world referring to Humboldt’s theory on languages (Humboldt,
1836) and secondly the advent of augmented realities allowing
for new worlds to be explored and created by amplifying reality
perception through digital technologies. While at first sight these
phenomena might not have too much in common, the presentation
seeks to explore theoretical tangents between culturally specific
modalities of language and communication in more general, which
are of great relevance in the light of foreign language teaching as
well as modalities used in order to create digital and virtual worlds,
in which humans can immerse. The presentation will reflect on the
nature of programming code, whereby code can be defined as a
language used between the machine and the coder of which the
end user is often not aware, as he or she will experience only the
visual or executing translations of the programme used. Therefore
if digital media is used within foreign language teaching, there
consequently seem to be several languages at heart: the language
to be learnt, the language already present and the coded language
of the machine. In recent years it could be seen that the use of
digital applications in general and of applications using augmented
reality in particular has risen (Arvanitis, 2012). The questions that
might arise in relation to this are: Which new modalities are added
to language teaching when using augmented reality? Where is the
benefit to learning language if technology can translate in real-
time? What are the differences and similarities between different
languages and computer code?
Section IV: Literacies for film and audiovisual media
Room M201
09:00-09:40 Duncan, ParanSnapshots of reality: What really happens when using film in the language and literature classroom
09:40-10:20 Rivero-ViláCreating an interactive documentary with your foreign language students
09:00-09:40 Room M201
Snapshots of reality: What really happens when using film in the language and literature classroom
Sam Duncan, Amos Paran
This paper reports on some of the findings of a multiple case
study which focused on the way in which literature was used and
taught in the language classroom. The study was conducted in
three international schools in three different European countries,
and looked at a variety of languages taught as Language
B. We observed 11 different teachers teaching a variety of
languages (English, Spanish, German, and French), interviewed
a total of 34 teachers, and conducted group interviews with
70 learners. This was complemented by a survey of teachers
disseminated around the globe and answered by 264 teachers.
For this paper we looked at data from lessons in which
film was used, as well as focus on interview and questionnaire data
that mention film. We suggest that although films were mentioned
often and were also used in a number of lessons that we observed,
it seems that they are used in the language classrooms that we
observed mainly as a supporting element: teachers used film to
provide overviews of the plot or as plot summaries. Another use of
films was for their motivational value. Stills from films were also
used in a number of different activities. Although the study was
not intended to generate data that dealt with films, and we were
not able to look at the way in which a film was used in a series of
lessons, the study nevertheless suggests that films are used with
little regard to their qualities as films, and with little consideration
of their inter-medial affordances. This raises a variety of issues for
teachers and trainers.
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09:40-10:20 Room M201
Creating an interactive documentary with your foreign language students
Isabel Rivero-Vilá
Interactive documentaries (idocs) are projects that document
the “real” and combine digital interactive technology (images,
text, audio, animation, graphic design, etc.), web technologies
and documentary practice. An interactive documentary allows
the audience members to make the work unfold through their
interactions, moving the story forward and giving it meaning by
exploring the components that interest them most. Our audience,
in this case, our learners, become active participants and help the
documentary narration evolve with their own choices and decisions.
It is no longer a linear documentary in which the learner passively
looks at the staging of this “reality,” it is now a non-linear documentary
in which the learner has to interact so that this “reality” makes sense.
As John Grierson said, the documentary is a “creative
treatment of reality” where the learner must now participate
in the creation and interpretation of content presented in the
idoc and decide questions of the type: what would you do in
such a situation? Or what direction do you want to take now?
These choices will, in a way, determine the rest of the story.
In order to understand the functioning and usefulness of
idocs in media literacy and in SLA, we will present an interactive
documentary student project. Furthermore, we will propose a series
of activities that prepare students for the filmmaking process so they
can: write the script, make the interviews, learn editing techniques,
defend their cinematographic point of view and integrate the
media with the proposed software. All of these steps will be
conducted in the target language, which will allow practice of the
oral competence (interviews, cinematographic point of view) and
written competence (cultural research, script). Finally, participants
will have the necessary tools and resources to carry out this type of
project with their foreign language students.
Section V: Higher Education and developments in CALL/TELL
Room C016
09:00-09:40 Marenzi, Bortoluzzi, BianchiThe LearnWeb platform for multiliteracy practices in higher education and in the workplace
09:40-10:20 UllmannIndividualization in an English self-learning setting: Phenomenon, empirical research and practical implications
09:00-09:40 Room C016
The LearnWeb platform for multiliteracy practices in higher education and in the workplace
Ivana Marenzi, Maria Bortoluzzi, Francesca Bianchi
The presentation discusses two ongoing sets of educational
projects based on multiliteracy for pre-service and in-service
teacher education (YELL/TELL), and for language studies in
Modern language degrees (LabInt and CELL). These projects,
albeit developed for different educational aims and contexts, have
in common the use of multimodal and multimedia affordances
offered by the learning environment LearnWeb. LearnWeb was
developed by L3S Research Center (Hannover) to support and
enhance multiliteracy pedagogies (Marenzi, 2014a). The developers
decided from the start to involve communities and groups of users
in the co-design of the platform (Wang & Hannafin, 2005). Thus
learners and teachers have become active participants of the
learning process transforming available resources and affordances
(Available Designs) into innovative and creative meanings (the
Redesigned) (Kalantzis et al., 2010; Cope and Kalantzis, 2015).
In the past few years, iterative evaluation-driven
design-based research approach analyses (Mirijamdotter et al.,
2006; Marenzi, 2014b) were carried out involving on the one
hand groups of trainee and experienced teachers as professional
community for sharing resources and practices (YELL/TELL
community), and, on the other, students in higher education who
use the LearnWeb environment for their studies (CELL and LabInt).
The overall aims of the investigations are: 1. how
participants use online affordances for their teaching profession or
their learning; 2. how their learning and collaborative experience
can be improved through customising the multimedia affordances
of the platform; 3. how the multiliteracy learning environment is
improved through users’ ongoing feedback. The ultimate goal of
our work is to enhance the multiliteracy experience in a lifelong
learning perspective by optimizing a flexible digital environment
on the basis of actual user requirements and feedback.
The presentation will focus on two case studies aimed
at enhancing multiliteracy co-construction of knowledge through
open educational practices and resources: the YELL/TELL for in-
service teacher education (2015) and LabInt (2016).
WEDNESDAY 15th WEDNESDAY 15th
09:40-10:20 Room C016
Individualization in an English self-learning setting: Phenomenon, empirical research and practical implications
Jan Ullmann
Individualized learning has become a sort of “’Holy Grail’ sought
by twentieth-century educational crusaders as they ride their
white curriculum chargers in dedicated quest, carrying banners
of one program after another” as Hunter and Brown described
it rather sarcastically as early as 1979. So, while the quest for
more individualization in the language learning classroom
might not be an exactly new phenomenon and needs to be
evaluated critically, new technologies, apps, media and language
learning programs of the twenty-first century like e.g. ‘Duolingo’
suggest a renaissance and improvements of those efforts.
Through an English self-learning course and blended learning
concept called ‘FLIP English’ at the Language Center of LMU
Munich, we develop, implement and empirically evaluate new
technology-based approaches for an individualized language
learning classroom. We therefore describe what this phenomenon
of individualization means for the present learning culture. Also, we
analyze methods that lead to an increased differentiation of learner
types and a higher degree of learner autonomy and motivation.
In our most recent study, we developed a sequence of so-called
explainer videos on the topic of English job applications for
university students. The videos were implemented in a ‘flipped
classroom’ setting and combined with written and oral tasks on the
same topic. The results concerning learner personalization were
evaluated through online surveys and interviews.
Lastly, best practices based on the theoretical and empirical findings
will be presented and discussed regarding the ‘didactic surplus’ of
technology based individualization for foreign language learning
settings.
Section VI: Teacher education, educational policies, and curricula
Room C022
09:00-09:40 Schneider, Kulmhofer, Kletzenbauer, MoserCritical approaches to media literacy: Catering to the needs of struggling learners
09:40-10:20 Boivin, AmantayMultiliteracies in post-Soviet Kazakhstan: A transformative teaching approach for multilingual early learning
10:20-11:00 Fuchs“But how do I as a teacher work with a blog in the FL classroom?” Media-education and media competence in teacher education at university
09:00-09:40 Room C022
Critical approaches to media literacy: Catering to the needs of struggling learners
Elke Schneider, Andrea Kulmhofer, Petra Kletzenbauer, Alia Moser
Increased mobility has led to higher diversity across educational
levels and this has also changed the way of teaching and learning.
Generation Y students represent a great diversity when it comes
to digital literacy. They differ in their background knowledge
about the new culture in which they live and their L1 competence.
On top of this, they also encounter challenges in learning
English as a foreign language. In addition, these students’ level
of competence with digital tools commonly used in the EFL
classroom varies greatly. Recent migrations continue to add to
this diversity. In the case of the German speaking environment,
this refers to students who are in the process of learning German
as a second language and English as a foreign language.
In this presentation, the audience gains insights into a
comparative analysis of commonly used digitally and non-digitally
taught foreign language skills such as listening, reading, speaking
and writing at secondary and tertiary levels. For each competency
area, strengths and challenges are identified with regard to
commonly classified learning disabilities such as dyslexia,
visual, auditory and attention-deficit processing disorders. The
purpose of this talk is to bring awareness to the audience of how
to effectively adapt to the students’ culturally and linguistically
diverse needs in an increasingly digital learning environment. In
this context, we share expertise and teacher-tested practice from
Austrian and American professional perspectives that include
regular and special education aspects. Based on our international
collaborative approach, suggestions for pre-service and in-service
teacher professional development are provided. The presentation
initiates an open dialogue of the raised concerns and issues and
provides an opportunity to do so at the end of the presentation.
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09:40-10:20 Room C022
Multiliteracies in post-Soviet Kazakhstan: A transformative teaching approach for multilingual early learning
Nettie Boivin, Assem Amantay
A multiliteracies approach allows students to shift from a deficit
model to one that enables students to learn how to critically
analyze and understand intercultural communication competence
(Botelho, et. al., 2014). As such, this approach requires a
shift in teacher beliefs. This study illustrates the pedagogical
struggle post-Soviet early language learner teachers face in
comprehending a new perspective to multilingual learning
(Aitkens, 2011). Based on two prior early language learner teacher
projects which included families with early language learners, this
study adapted Cummin’s transformative multiliteracies pedagogy
(Cummins, 2009). Stemming from course-work based research,
every three weeks, MA students designed multiliteracy lessons.
The research questions posed in this study were: 1) How do
early language learner teachers understand literacy and more
specifically multiliteracies? 2) Does practical application within
classrooms that utilizes ethnic narrative multiliteracies better
facilitate acceptance of the new approach? The data collection
tools included pre- and post- semi-structured questionnaires and
interviews, classroom observations, and digital reflective journals
from the teachers. Three schools of Kazakh and Russian-medium
in an urban city were used in the study. The grades of the classes
were one through three. There were four early language learner
teachers per grade for a total of 12 participating teachers. Early
language learner teachers were interviewed before each session
and then a week after the session. In addition, the MA students
were interviewed post-study to triangulate their beliefs for best
implementation of multiliteracies. The early language learner
teachers and MA students conducted four, 45-minute lessons for
grades one, two, and three. The lessons occurred once a month
for four months. Findings revealed that early language learner
teachers better accept the multiliteracies approach when they
can experience first-hand how it is socio-culturally constructed.
Practical application increases the professional development in
order for early language learner teachers to embrace new concepts.
10:20-11:00 Room C022
“But how do I as a teacher work with a blog in the FL classroom?” Media education and media competence in teacher education at university
Stefanie Fuchs
Foreign language (FL) classes need to respond to the increasing
significance and diversity of media. Especially, online media
play an important role in students’ lives and should do so in
the FL classroom, as they integrate the learners into authentic
language use and real-life (cultural) contexts (cf. Volkmann
2012). More than ever, teachers are in demand to broaden
their professional knowledge about media, and to acquire
media skills and competencies. These skills enable them
to assure the achievement of the learning objectives, for
instance, teaching students how to reflect critically on media.
Media education as well as the different skills of
media competence can be practised by using interactive and
activating concepts in the FL classroom. Therefore, it is essential
to implement media education in university training for future
FL teachers. For this purpose, the TEFL department of the
University of Muenster offered a seminar in the winter semester
2013/2014 (cf. Merse 2016). Based on this, a seminar on using
online media in the EFL classroom was offered to students of the
Leibniz University in Hannover. Students created their own blogs
about a global issue, that is of great interest to them and others,
and hence worth to be discussed. Additionally, they reflected on
the educational potential of the medium (blog), as well as their
chosen topic for future EFL students. Thereby, they focused on
questions whether and how a blog highlights media and language
competencies of the students, and whether working with a blog
helps them as teachers to improve their own media competencies.
WEDNESDAY 15th
Date: 14th March 2017
Time: 14:30 – 15:45
Place: Senatssaal, LMU Hauptgebäude
The conference “Media Literacy in Foreign Language Education” provides a suitable context for founding an international Young Researchers’ Network that explores the intersection of foreign language teaching/learning, media literacy, and media use in the classroom. We would like to invite all conference participants who are pursuing media-oriented research projects to the inaugural meeting of the Young Researchers’ Network. At this meeting, we would like to explore
• the possibilities and potentials of forming a network that connects young researchers (pre/postdoc) under the aegis of a shared thematic interest in media and foreign language education;
• in what particular ways such a network can provide a support structure for young researchers and their projects in beginning, intermediate or final stages,
• how this network can enhance international cooperation and exchange among young and more established researchers,
• how the network can be used as a platform to present and discuss research projects (e.g. at symposia or during international online meetings),
• in what ways this young researchers network can serve to invite and combine inter- and cross-disciplinary research perspectives.
The thematic focal points of the Young Researchers’ Network are in sync with the general scope of the conference. We invite pre- and postdoc researchers, both national and international, who work on theoretical, conceptual, methodological and empirical sub-themes regarding media literacy and media use in EFL and foreign language education, including, but not limited to:
• (Multi)Literacies across modes, texts, media and platforms
• Mobile learning (MALL), E-learning and CALL• Classroom technology and materials: e.g.
mobile apps, interactive whiteboards, educational software
• The changing nature of text and ‘reading’ in the digital age: multimodality, hypertext, interactivity
• In-roads to literature and culture through digital media
• Innovations in multimedia: e.g. film, graphic novels, picture books and games
• Global education, transcultural learning, and sociocultural diversity through media
• Learner autonomy, differentiation and inclusion with digital media
• Digital media for learners of different age groups
• Language acquisition and language competencies in (multi)media settings
• Implications for teacher education, educational policies and curricula
• Digital epistemologies and critical approaches to media use in EFL.
For further questions or queries regarding the young researchers’ network, please contact Thorsten Merse:
Young Researchers’ Network: Inaugural Meeting
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TEFL DayTUESDAY, March 14th
1
TEFL NET Munich
Map: Two of the workshops will take place at the TEFL lab (Room 105 VG), at Schellingstr. 3. Once you enter the building, take the stairs/elevator to the first floor. You will find the lab at the end of the hall.
Ludwig-Maximilians-Universität München
TEFL labSchellingstr. 3
Plenary
Tuesday, 09:00-10:00 Room M218
Catherine BeavisDeakin University, Australia
Digital literacies, digital games: Language, learning and play.
Digital games offer rich and immersive worlds where communication, play and multimodal literacies of all kinds beckon players to interact and engage. With their mix of text and action, entrancing visuals and instant feedback, digital games provide a context in which understanding and meaning-making, the representation of self, and interaction with others are core business, central to progress through the game and the satisfactions of play. Virtual worlds and digital games work as collaborative sites where meaning is negotiated and players are engaged in experiential learning of many kinds. Activities typically include planning, problem solving, decision making, risk taking, trial and error and purposeful communication of many kinds. Research into the promise of digital games for education identifies language learning, for both first and additional languages, as one of the main curriculum areas where games can be most effective, because of such qualities and the integrated and extensive nature of the informal worlds of the game. To participate in such worlds, players need to ‘read’ and understand information on hand, hints and cues, the rules of the game, the nature of the genre; what it means and what it takes to play, progress and win, supported by the wealth of paratexts that surround the game. In addition is the cultivation of cutting edge skills and lightning fast responses, in forms of play that range from the benign and orderly through to fast paced, ground-breaking, anarchic and byzantine. This keynote explores virtual worlds and ‘serious’ games, highlighting the role of digital and multimodal literacies in the creation of meaning for players, and the purposeful and powerful context they provide for communication, interaction and play.
Follow us on Twitter: @LMUtefl
Professor Catherine Beavis is program leader for the Curriculum, Assessment, Pedagogy and Digital Learning program in REDI - Research for Educational Impact: Deakin University’s Strategic Research Centre for research in Education, and Professor of Education in the Faculty of Education and the Arts at Deakin University, Australia.Since 1989, at Griffith and Deakin Universities, she has developed, taught and convened courses and undertaken Doctoral Supervision in areas encompassing English and Literacy Education, Curriculum Studies, Language and Literature, Research Methodology, Digital Culture, New Media and New Literacies; Learning and Digital Games. Her research addresses English and Literature education, English curriculum history, young people and digital culture, ICT and new media, critical literacy, in and out of school literacies and computer games. She has edited six books, with a further two in preparation, addressing videogames and learning (Serious Play) and Literature Education in the Asia-Pacific.
Overview
9--
09:00-10:00Plenary:Catherine BeavisM218
10--
10:00-10:30Coffee BreakSenatssaal10:30-12:00Plenary WorkshopM218
11--
12--12:00-13:30Lunch Break
13-- 13:30-14:00PanelM218
14-- 14:15-15:45Workshops IRooms T.B.A.
15--
15:45-16:15Coffee BreakSenatssaal16--
16:15-17:45Workshops IIRooms T.B.A.17--
TEFL Day
48 49 3Back to contents
Panel Discussion
Medien im Englischunterricht - Blessing or Curse?
Tuesday, 13:30-14:30 Room M218
In dieser Podiumsdiskussion werden Experten aus dem Bildungsbereich den Nutzen von Medien im Englischunterricht aus vielfältigen Perspektiven beleuchten. Dabei werden neben Englischdidaktikern auch Personen aus der Bildungspolitik und der schulischen Praxis ihre Positionen aufzeigen.
Parallel Workshops I, 14:15 -15:45Dr. Grit Alter, Universität InnsbruckHörspiele im Englischunterricht: Prozess-orientierte und differenzierte Projektarbeit (German)
Louise Carleton-Gertsch, KlettMedia motivates: Using the internet, apps & co. in English lessons (English)
Marion Fahn, Adalbert-Stifter- RealschuleeTwinning: Europaweite Schulpartnerschaften und Projekte (German)
Michael Fröhlich, mibUrheberrecht im Englischunterricht (German)
Susanne Hujer, OniloDigitalised and animated children’s picture books for the modern classroom (English)
Prof. Dr. Thomas Strasser, Helbling LanguagesMind the App! Your personal survival kit for the digital jungle (English)
Prof. Dr. Britta Viebrock, Universität FrankfurtSüdafrika im Film (German)
Hörspiele im Englischunterricht – Prozess-orientierte und differenzierte Projektarbeit
Grit Alter, Universität Innsbruck
Ein Ergebnis der DESI-Studie (2009) zeigt, dass Lernende
im Englischunterricht zu wenig sprechen. Dies scheint zu
verwundern, lernt man doch eine Sprache hauptsächlich durch das
Sprechen. Nicht von ungefähr ist eine der wesentlichen Prinzipien
des Englischunterrichts der kommunikative Ansatz. Ausgehend
von diesen beiden Prämissen, sind die Teilnehmer*innen dieses
Workshops dazu eingeladen, durch die Nutzung unterschiedlicher
Online-Tools und Schritt für Schritt ein eigenes Hörspiel zu erstellen
und deren Potenzial für den kommunikativen Englischunterricht
zu reflektieren.
Media motivates – Using the internet, apps & co. in English lessons
Louise Carleton-Gertsch, Klett
Today we have a wealth of exciting new possibilities to make
learning English more interesting, authentic and rewarding, both
for pupils and teachers. Yet it is often difficult to find suitable
resources due to the overwhelming number of websites, youtube
videos and apps available. This talk, including practical tips and
examples, will focus on how digital media and tools can be used
alongside traditional ones to enhance the learning experience, no
matter how “tech-savvy” you are.
eTwinning – digitaler Schüleraustausch
Marion Fahn, Lernhausleitung an der Städt. Adalbert-Stifter- Realschule
Dieser Vortrag richtet sich an Lehrkräfte aller Schularten und
Fachrichtungen, die an europäischer Projektarbeit interessiert
sind. Sie erfahren, wie eTwinning im Rahmen von Erasmus+
Ihnen dabei helfen kann, schnell und unkompliziert Kontakte
zu vielen unterschiedlichen Schulen in ganz Europa zu knüpfen
und Projektpartner zu finden. Sie erhalten einen Einblick in
die Funktionsweise von eTwinning, welches Ihnen ermöglicht
internationale Projekte zu planen, durchzuführen und zu
dokumentieren.
Urheberrecht im Englischunterricht
Michael Fröhlich, mib, Gymnasium Trudering
Aus Schulbüchern und Arbeitsheften kopiert, erstellten Lehrerinnen
und Lehrer schon immer auch eigene Materialien für den Unterricht.
Zu Zeiten, als ausschließlich Printmedien als Quelle benutzt und
Fotokopien oder Folien als Unterrichtsmaterial erstellt wurden,
war dies ein relativ einfaches und unproblematisches Unterfangen
und die Gefahr urheberreichtlich erwischt zu werden, war gering.
Im Zeitalter digitaler Medien und des Internet stehen mittlerweile
unermesslich viele digitale Quellen zu Verfügung. Darüber
hinaus sind die Möglichkeiten der Bereitstellung von Lehr- und
Lernmaterialien vielfältiger geworden. Neben dem Arbeitsblatt in
Form einer Fotokopie kann man des gefundene Material auch digital
auf Lernplattformen, Schulhomepage oder Speichermedien etc.
zur Verfügung gestellt werden. Die Freude über diese vielfältigen
Möglichkeiten kann aber auch teuer werden. Dürfen alle verfügbaren
Quellen ohne Einschränkungen in der Schule im Unterricht
eingesetzt werden? – In diesem Workshop soll die juristische Lage
erläutert und Möglichkeiten der Verwendung aufgezeigt werden.
Plenary Workshop
Tuesday, 10.30-12.00 Room M218
Digital Video: Exploitation and Creation
Ben Goldstein
The moving image is taking centre stage in our everyday landscape of communication. This is blurring the distinction between the amateur and professional, the formal and informal, the verbal and visual. However, pedagogical use of video for language learning purposes is still often anchored in classroom tasks which don’t fulfil its true potential. This talk will investigate alternative ways that digital video can be exploited for its visual richness and how it can be integrated into other tasks, suggesting practical ways that visual literacy can be enhanced in the language class. We will also look at the benefits of learner-generated video material, in particular when taken out of the conventional classroom environment.
TEFL DayTEFL Day
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Mind the App! Your personal survival kit for the digital jungle.
Thomas StrasserHelbling Languages, University College of Teacher Education Vienna, PH Wien
This workshop is designed especially for EFL teachers who would
like to give new learning technologies a try, but still have some
doubts about technology-enhanced language teaching/learning. All
the presented tools and tricks are quick and dirty (i.e. extremely
intuitive, simple and free) and do not require technical expertise.
The workshop starts by addressing the most ‘popular’ problems,
fears and clichés in the field of technology-enhanced learning and
provides practical answers to these problems in order to partly
de-mystify the complexity of internet-based language learning/
teaching. After a theoretical input, the toolkit will be presented. It
should help teachers find their way through the internet information
jungle and focus on intuitive tools (i.e. mobile and browser-based
Educational Apps) that support the four skills, generate simple
quizzes, produce highly creative podcasts, etc. Practical examples
of Edu-App classroom use will be provided.
Südafrika im Film
Britta Viebrock
Filme sind unmittelbar anschlussfähig an die
Erfahrungs- und Lebenswelt der Schüler. Sie
lassen sich zudem gut für handlungs- und produktionsorientierte
Unterrichtsansätze nutzen, mit denen sich alle im Kerncurriculum
spezifizierten Kompetenzbereiche fördern lassen. Anhand
ausgewählter Beispiele zum Themenbereich South Africa soll
in der Fortbildungsveranstaltung aufgezeigt werden, wie film
literacy und multimodal literacy als erweiterte Zielvorstellungen
eines modernen Englischunterrichts mithilfe von Filmen
gefördert werden können. Ebenso wird verdeutlicht, wie Filme
zur Bearbeitung landeskundlicher Themen eingesetzt werden
können, die Darstellung aufgrund ihrer Fiktionalität aber zugleich
kritisch hinterfragt werden muss.
Digitalised and animated children’s picture books for the modern classroom
Susanne Hujerm, Onilo
The first steps into the English language will be much easier
for your pupils with Onilo. Through Boardstories your class
will experience this new language with lots of fun. Additional
interactive materials for every story provide tasks you can do with
classes to practice new vocabulary as well as other useful skills.
Parallel Workshops II, 16:15-17:45Axel Gutjahr, CornelsenDigitale Medien als wertvolle Hilfen im Schulalltag (German)
Amos Paran, University College LondonE. M. Forster: Film and Fiction in the Language Classroom (English)
Sanne Kurz, Hochschule für Fernsehen und Film MünchenStanding by and: Action! - Visual Storytelling im Englischunterricht (German)
Georg Schlamp, Gymnasium NeubibergFremdsprachenunterricht mit dem iPad: Modern, kreativ und binnendifferenzierend (German)
Birgit Ruckdäschel, Gymnasium LappersdorfWie setze ich Smartboards im Englischunterricht ein? (German)
Rob Dean, PearsonUsing Technology to Create IDEAS: Individual, Differentiated, Encompassing, Autonomous and Successful Learning (English)
Pete Sharma, Oxford University PressPractical Ideas for Using Digital Technologies in Language Teaching (English)
Digitale Medien als wertvolle Hilfen im Schulalltag
Axel Gutjahr, Cornelsen
Die neuen, digitalen Medien des Cornelsen Verlages zum
LehrplanPLUS bieten einen enormen Mehrwert für den
Fremdsprachenunterricht. Das digitale Schulbuch, der
Unterrichtsmanager, das Online-Portal Diagnose & Fördern sowie
die interaktiven Arbeitsheften eröffnen vielfältige Möglichkeiten,
Schüler und Schülerinnen individuell zu motivieren und zu fördern
sowie die Lehrkraft bei der Unterrichtsvorbereitung wirksam zu
entlasten.
Standing by and: Action! - Visual Storytelling im Englischunterricht
Sanne Kurz, Hochschule für Fernsehen und Film München
Images offer a powerful tool to tell stories, however, they are at their
best when they are speaking to us in forms other than just words. To
avoid the talking head to learn to let images speak, we will venture
out in to the “wild LMU“. After a brief introduction on images and
visual storytelling, we will perform, discuss and analyze exercises
with iPads. You will take images telling a story in one shot and three
shots. You will see and learn how a story is unfolding in between two
shots. This workshop can be the base for active media use even in
classrooms with little time and not too much technical knowledge.
Wie setze ich Smartboards im Englischunterricht ein?
Birgit Ruckdäschel, stellv. Schulleiterin Gymnasium Lappersdorf
Interaktive Smartboards oder Whiteboards werden an immer
mehr Schulen eingeführt. Im Workshop wird anhand konkreter
Beispiele aus dem Englischunterricht gezeigt, welche Chancen
und Probleme es beim Einsatz von Smartboards gibt und in
welcher Form sich das Smartboard sinnvoll verwenden lässt. Dies
umfasst Wortschatz-, Grammatik- und Textarbeit sowie kreative
Möglichkeiten. Die Workshopteilnehmer/-innen sollen dabei auch
selbst das Smartboard nutzen.
Practical ideas for using digital technologies in language teaching
Pete Sharma, Oxford University Press
While new technology continues to develop at a tremendous
speed, it is important for language teachers to remain focused on
good pedagogical principles. This interactive, practical workshop
is divided in two parts. Part one will critically analyse key learning
technologies, including m-learning (mobile learning) and adaptive
learning. Part two will provide practical teaching ideas which
integrate technology in the following areas: grammar, vocabulary,
the four language skills and pronunciation. Participants will leave
with fresh insights into one of the most exciting areas of language
teaching today.
TEFL Day TEFL Day
52 53 3Back to contents
E. M. Forster: Film and Fiction in the Language Classroom
Amos Paran, University College London
The novels of E. M. Forster have proven a rich seam of source
material for film adaptations: five of his six novels (A Passage to
India, A Room with a View, Maurice, Where Angels Fear to Tread
and Howards End) were turned into films, attracting some of the
finest directors and actors of the 20th century and resulting in
highly successful adaptations. In this workshop I will exemplify a
variety of activities that teachers can use with some of these novels.
My main interest is in the way in which an understanding
of the novels and the films can be translated into classroom
activities, and the ways in which films can serve as a point of entry
into literature in secondary school settings. Methodologically, I
connect the type of work that I suggest for the novels and their
films to Task-Based Learning and Teaching, a framework which
helps teachers construct learning and teaching sequences that
incorporate a meaning focused process and which culminate in
a task whose outcome is tangible (Skehan 1998; Willis 1996).
I also connect this to ways in which learners can be taught the
metalanguage of film and film analysis and in which they can
develop their own critical awareness of film as a medium.
Fremdsprachenunterricht mit dem iPad – Modern, kreativ und binnendifferenzierend
Georg Schlamp, StD, Seminarlehrer Englisch am Gymnasium Neubiberg
Moderner, kreativer, handlungsorientierter und schülerzentrierter
Fremdsprachenunterricht mit Hilfe des iPads.
Unzählige Apps und eine Flut an Möglichkeiten verhindern
es oft, richtige Wege zu finden, Tablet-Computer wie das iPad
gewinnbringend einzusetzen. In diesem Workshop erhalten Sie
Anregungen sowie konkrete und erprobte Anwendungsbeispiele
aus dem Fremdsprachenunterricht, sowohl für Sie als Lehrer als
auch für die Schüler. Kostengünstige oder kostenfreie Apps wie
Popplet Lite, PuppetPals (Director’s), ComicBook, Pic Collage, und
viele weitere werden vorgestellt und angewandt. Der Workshop ist
schulartübergreifend.
Teilnehmer sollten nach Möglichkeit ihr eigenes iPad (oder auch
andere Tablets) mitbringen und die genannten Apps bereits
installiert haben. Auch die Teilnahme ohne Tablet ist natürlich
möglich.
Using Technology to create IDEAS: Individual, Differentiated, Encompassing, Autonomous and Successful Learning.
Rob Dean, Pearson
No two learners are alike. Each has different needs, goals interests
and learning styles and the ‘one size fits all’ approach rarely if ever
works in the 21st century learning environment. Accommodating
such variety can present a huge challenge for teachers in the
extra work it can entail. This session will investigate some of
the common differences between learners before moving on to
look at some of the ways in which technology can be effectively
employed to cater for the individual needs of learners. The focus
will remain clearly on providing opportunities for success for all
learners whatever their characteristics whilst avoiding the need
for a massive amount of additional work on the part of the teacher.
The session will feature material from Pearson’s renowned online
MyEnglishLab.
TEFL Day
Imprint
Conference Organization:Prof. Dr. Christiane Lütge,Chair of Teaching English as a Foreign Language (TEFL)
Office & Organization, Team Management:Sabine Hohenester
Organizational Team:Thorsten MerseClaudia OwczarekMichelle StannardMax von Blanckenburg
Thank YouAs conference organisers we are acutely aware how much help
we have needed – and been given – in preparing an event that
brings together scholars and professionals from all around the
world. All colleagues of the Chair of Teaching English as a Foreign
Language have collaborated extremely well, and the support
of the LMU in general and the university´s administrative staff
in particular have been marvellous throughout in all details of
planning the event, booking rooms or calculating financial issues.
We owe much gratitude to the Federal Ministry of
Education and Research (BMBF) and the QLB-funding provided
via Lehrerbildung@LMU. We have relied heavily on the support of
the MZL (Munich Centre of Teacher Education) and the Graduate
School of the Faculty.
We are also deeply grateful to the following generous
sponsors and donors (in alphabetical order) who have supported
us financially and with workshops:
Cambridge University Press, Cornelsen, Helbling, Klett,
Narr Francke Attempto, Oxford University Press, Pearson.
As a team we are very much aware of the invaluable
efforts of Sabine Hohenester who has been a driving force
in coordinating many issues big and small such as catering,
accommodation and general logistics to name but a few. Our
student assistants have been an enormous help in registering
participants, packing bags and interacting in many details.
A very big Thank You to you all!
This conference was conceived as an effort to bring
together scholars, teachers, students, student teachers and
teacher educators from a variety of backgrounds. Integrating
the TEFL Day into the conference in order to effectively
intertwine theoretical and practical aspects of media literacy
with a view to research and teaching is quintessential for our
approach to teacher education. We are deeply grateful to
everyone supporting our workshops and joining us at LMU.
Most notably, we are proud of the truly impressive
international response with more than 300 speakers and
participants from all over the world. United in our common
interest of researching the impact of media on processes of foreign
language education we hope that our conference helps to establish
many new research contacts here in Munich. We thank everyone
who has been working towards this goal together with us at LMU.
Finally we would like to sincerely thank all section
chairs and participants of the panels for their invaluable collegial
support in the running of the event. And last, but clearly not least,
we thank our erudite plenary speakers, whose confidence in the
Media Literacy Conference at the early stages provided us with the
challenge we needed to do our utmost to create a successful event.
On behalf of the entire conference team
Prof. Dr. Christiane Lütge
Further Organizational Support:Daniela FuldeDr. Conny LoderDr. Petra RauschertSandra Schäfer
Student Assistants: Johanna BeyerFlorian BurlefingerKatharina KieslChristina OttChristina RitzerIsabell RiethMelanie SchnirpelMarvin StefanichAlexander Wiegmann
LMU Support:Sabine Beutlhauser & Antje Lenkmann (conference planning)Rukiye Odabas (rooms) Maxime Pedrotti (filming)Amadeus Werner (sponsorship)
Catering: EssbarPhotography: Sebastian Kissel
Music: Ivy League, (Max von Blanckenburg & Johann Gutzmer)
Print Programme Design: Servando Diazwww.servando-diaz.com
54 55 3Back to contents
Last Name First Name Title Affiliation Email Page #Altenbeck Deborah StR' Niedersächsisches Internatsgymnasium Bad Bederkesa 26
Alter Grit Ph.D. Innsbruck University 29, 49
Amantay Assem Nazarbayev University 44
Amrate Moustafa University of York 35
Angelovska Tanja Ass. Prof. University of Salzburg 15
Aslan Erhan Ph.D. University of Reading 30
Bajrami Lumturie South-East European University 22
Beavis Catherine Prof. Dr. Deakin University 12, 47
Becker Carmen Prof. Dr. University of Braunschweig 32
Becker Daniel University of Wuppertal 40
Bianchi Francesca Ph.D. University of Salento 42
Blell Gabriele Prof. Dr. University of Hannover 15
Blume Carolyn Leuphana University Lüneburg 36
Boivin Nettie Dr. Graduate School of Education, Nazarbayev University 44
Bortoluzzi Maria Prof. University of Udine 42
Brautlacht Regina Bonn-Rhein-Sieg University of Applied Sciences 27
Brunsmeier Sonja Prof. Dr. Pädagogische Hochschule Tirol 30
Buendgens-Kosten Judith Dr. Goethe University of Frankfurt 20
Carleton-Gertsch Louise Klett 49
Casulleras Montserrat University of Barcelona 34
Chen Hsin-I Ph.D. National Kaohsiung University of Applied Sciences 33
Chen Qingqing Baylor University 37
Ciftci Hatime Ph.D. Bahcesehir University 30
Cope Bill University of Illinois at Urbana Champaign 10
Dean Rob Pearson 52
Delius Katharina University of Göttingen 23
Deters-Philipp Ann-Cathrin Grundschule an der Werdenfelsstraße München 32
Duncan Sam Dr. UCL Institute of Education 41
Eisenmann Maria Prof. Dr. Julius-Maximilians-University of Würzburg 31
Emara Ingy Dr. Misr International University 19
Fahn Marion Städt. Adalbert-Stifter- Realschule 49
Frenzke-Shim Anne University of Education Karlsruhe 31
Fröhlich Michael Gymnasium Trudering 49
Fuchs Stefanie Dr. University of Hannover 44
Gabel Stephan Dr. Westfaelische Wilhelms-University of Münster 34
Genetsch Martin StD. Dr. Staatliches Studienseminar, Trier 29
Gießler Ralf University of Wuppertal 40
Goldstein Ben Cambridge University Press 48
Gonzalez-Plasencia Yeray University of Salamanca 33
Grégoire Pascal Assist. Prof. Université du Québec en Abitibi Témiscamingue 39
Gutjahr Axel Cornelsen 51
Hahn Angela Prof. Dr. LMU München 15
Halabi Maha Sheffield University 28
Hauck Mirjam Open University 27
Hebert Estella Goethe University of Frankfurt 41
Heinz Susanne Prof. Dr. University of Kiel 15
Hujerm Susanne Onilo 50
Ismaili Merita South-East European University 24
Jones Roger Dale Leuphana University of Lüneburg 25
Kaiser Mark Ph.D. University of California 23
Kalantzis Mary Prof. Dr. University of Illinois at Urbana Champaign 13
Karges Katharina University of Fribourg 26
Kennedy David Ass. Prof. Nihon University 21
Kletzenbauer Petra FH Johanneum University 43
Kolb Annika Prof. Dr. University of Education Freiburg 30
Koyama Yukie Prof. Nagoya Institute of Technology 22
Kress Gunter Prof. Dr. University College London 11
Kulmhofer Andrea Bundesinstitut für Bildungsforschung, Innovation & Entwicklung des österreichischen Schulwesens
43
Kupetz Rita Prof. Dr. Leibniz University Hannover 32
Last Name First Name Title Affiliation Email Page #Kurz Sanne Hochschule für Fernsehen und Film München 51
Laktišová Petra University of Žilina 24
Lira-Gonzales Maria-Lourdes Prof. Dr. Université du Québec en Abitibi Témiscamingue 39
Mahfouz Inas Y. Ph.D. 25
Makaruk Larysa Prof. Ph.D. Lesya Ukrainka Eastern European National University 23
Marenzi Ivana Ph.D. L3S Research Cente, Leibniz University, Hannover 42
Martins Maria Lurdes Ph.D. Polytechnic Institute of Viseu 27
Matsumoto Kahoko Prof. Tokai University 22
Matz Frauke Dr. Justus-Liebig-Universität, Gießen 17
Miralpeix Imma Dr. University of Barcelona 34
Moser Alia HAK Baden 43
Norte Fernández-Pacheco
Natalie Dr. University of Alicante 18
Owczarek Claudia LMU München 16
Pandarova Irina Leuphana University of Lüneburg 25
Paran Amos Dr. University College London 41, 52
Pflaeging Jana University of Salzburg 18
Poppi Franca Ass. Prof. University of Modena and Reggio Emilia 27
Prusse Michael C. Prof. Dr. Zurich University of Teacher Education 40
Pukowski Franziska Universität Würzburg 38
Ramos-Álvarez Antonio Distance Learning National University - UNED 33
Reinhardt Jonathon Dr. University of Arizona 20
Rivero-Vilá Isabel Dr. Carthage College 42
Roche Thomas Assoc. Prof. Southern Cross University 36
Rogge Michael Zentrum für schulpraktische Lehrerausbildung Gelsenkirchen 17
Ruckdäschel Brigit StDin Gymnasium Lappersdorf 51
Rumlich Dominik Prof. Dr. Westfälische Wilhelms-Universität Münster 26
Rüschoff Bernd Prof. Dr. Universität Duisburg-Essen 26
Salii Teuta South-East European University 21
Satar Müge Dr. Newcastle University 27
Schäfer Larena Universität Bremen 31
Schlamp Georg Gymnasium Neubiberg 52
Schledjewski Janine Universität Wuppertal 40
Schmidt Torben Prof. Dr. Leuphana University of Lüneburg 25
Schmidt Jochen Dr. 34
Schneider Elke Prof. Dr. Winthrop University, SC 43
Sharma Pete Oxford University Press 51
Spijkerbosch Paul J.F. Oberlin University 21
Sršníková Daniela Dr. University of Žilina 24
Stannard Michelle LMU München 17
Steinberger Franz LMU München 35
Stöckl Hartmut Prof. Dr. University of Salzburg 18
Strasser Thomas Prof. Dr. Helbling/ University College of Teacher Education Vienna 50
Surkamp Carola Prof. Dr. University of Göttingen 29
Thaler Engelbert Prof. Dr. University of Augsburg 16
Ullmann Jan LMU München 43
Vela Vjosa South-East European University 21
Viebrock Britta Narr Francke Attempto 51
Volkmann Laurenz Prof. Dr. University of Jena 38
Wang Min Ass. Prof. St. John’s University 19
Will Leo Maria-Theresia-Gymnasium München 32
Wloch Victor University of Cologne 39
Index of Speakers
56 57 3Back to contents
EntranceGeschwister-Scholl-Platz
Ground Floor
Ludwig-Maximilians-Universität MünchenRooms:
Senatssaal, Speerträger, Dekanatsgang, Rooms M218, M201, M203, M207, M209, C016 and C022.
C 022
C 016
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1st Floor
E 106E 110
Speerträger
SENATSSAAL
map
M 218
M 203M 207M 209M 201
2nd Floor
This conference was made possible through the support of the following institutions:
A special thank you to our sponsors and donors:
1
TEFL NET Munich
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